
Copyright W. 

CDRfMGHT DEPOSfT. 



ADVANCED LESSONS 

IN 

EVERYDAY ENGLISH 



BY 



EMMA MILLER BOLENIUS 

Formerly Instructor in English, Central Commercial 

and Manual Training High School, Newark, N.J. 

Author of " Elementary Lessons in Everyday English " 

and "Everyday English Composition" 




AMERICAN BOOK COMPANY 



CINCINNATI 



ATLANTA 



"PEi.m 

©5fT 



Copyright, 1921, by 
AMERICAN BOOK COMPANY 

All rights reserved 



BOL. ADV. LESS. IN KV. ENG. 



©CI.A608681 

MAR 12 1921 



PREFACE 

Qn 

jjS^TpHIS is a practice book to train the language power of 
■1 boys and girls. Composition is an art; and it is only 
through repeated practice, well motivated, that skill in any art 
is attained. We learn by "doing." 

The author has kept constantly in mind the actual language 
needs of everyday life, the nature of the boy and the girl, the 
really used matters of theory, and the most advanced peda- 
gogical thought as expressed in progressive courses of study 
and investigations. 

The three main objects of the book are: (i) to make cor- 
rect language habits automatic; (2) to develop the pupil's 
thinking power and to give him richer backgrounds of life; 
and (3) to make him enjoy his work by weaving language 
around the doing of real things — projects. 

The book contains work for two years of the upper ele- 
mentary grades, developed in twenty projects. The special 
features are: 

1. Forty projects adapted for class work — each providing 
opportunity for "purposeful activity" on the part of the class 
and exercise of individual initiative. 

2. The socialized recitation — club organization, class as 
audience, cooperative team work, discussion groups, program 
periods, committee work, and voting. 

3. Individual differences in pupils — recognized and fre- 
quently provided for in the assignments. 

4. Training in thought- getting and organization — preventing 
failure by systematic getting and organizing of ideas. 

5. Much supervised class work and teaching of how to study — 
giving the concrete demonstration that the poor pupil needs. 



IV PREFACE 

6. Definite units of assignment — focused so as to be well 
within the grasp of the class. 

7. Timely exercises — developed so as to be opportune for 
schools having either annual or semiannual promotions. 

8. The illustrative models, fresh material of everyday value — 
selections from newspapers and magazines as well as from books. 

9. The use of pictures and devices for teaching purposes. 

10. Community interests woven into language work — Health 
Posters, Fire Prevention, Protecting the Birds, Red Cross, 
Clean-up Week, Safety First and Scout campaigns, Good-Eng- 
lish Drives, Community Guide Book, Junior Civic League, etc. 

11. A mericanism emphasized from cover to cover — in discussion, 
assignments, dramatizations. 

The selections by Edward Rowland Sill, Thomas Bailey 
Aldrich, Oliver Wendell Holmes, John Greenleaf Whittier, 
William Elliot Griffis, John Burroughs, and Dallas Lore Sharp 
are used by permission of, and by special arrangement with, 
Houghton Mifflin Company, the authorized publishers of 
their works. 

Selections from " Birds through the Year," "Four American 
Inventors," " Stories from Life," "Stories of Great Americans 
for Little Americans," "Stories of American Life and Ad- 
venture," "The Story of the Forest," and "Thirty More 
Famous Stories Retold" are reprinted from copyright books 
published by the American Book Company. 

Grateful acknowledgment is made to Miss Helen Keller, the 
Hon. Charles E. Hughes, Dr. John H. Finley, Edwin Mark- 
ham, Juliet Wilbor Tompkins, Hamlin Garland, and William 
Tyler Page for permission to use extracts from their writings ; 
also to Mr. Thomas B. Harned for a poem by Walt Whitman, 
and to Mr. James G. Cutler for a poem by Henry Abbey. 



PROJECTS 
PART ONE. FINDING THE FACTS 

m 
I. SEEING FOR YOURSELF 



Project i : Making a Flag Pro- 
gram i 

Project 2 : Forming a Better- 
Speech Club n 



Project 3 : Celebrating Fire 

Prevention Day 19 

Project 4 : Making an Arbor 

Day Program 31 



Project 5 : Presenting a Good- 
English Play 44 

Project 6 : Making Booklets 

of Games 56 



Project 7 : Making Better- 
Health Posters 63 

Project 8 : Holding an Auc- 



tion. 



71 



Project 9 : Celebrating Inven- 
tion Day 79 

Project 10 : Making a Book- 
Day Program 90 

A Half-year Review 99 



II. SEEING THROUGH THE 
EYES OF OTHERS 



Project 1 1 : Giving a Patriots' 

Program 102 

Project 12 : Writing an Air- 
plane Log (I) no 



Project 13 : Celebrating Ex- 
plorers' Day 120 

Project 14 : Writing an Air- 
plane Log (II) 131 



Project 15 : Writing an Air- 
plane Log (III) 138 

Project 16 : Making a Garden 

Exhibit 147 



Project 17 : Celebrating In- 
dian Day 157 

Project 18 : Presenting a 

" Nations of the 
World " Pageant . . .165 



Project 19 : Holding a Scout 

Campaign 176 

Project 20 : Making a Class 

Newspaper 183 

A Half-year Review 191 



vi PROJECTS 

PART TWO. EXPRESSING FACTS EFFECTIVELY 



in. CHOOSING RIGHT 
WORDS 



Project 21 : Forming a Better- 
English Club 197 

Project 22 : Composing Auto- 
biographies 208 



Project 23 : Celebrating Tree 

Day 218 

Project 24 : Taking a Journal- 
istic Trip through 
the School 228 



Project 25 : Holding a Good- 
English Campaign . . . 240 

Project 26 : Taking a Journal- 
istic Trip through 
America 250 



Project 27 : Forming a Round 

Table : 260 

Project 28 : Celebrating Ani- 
mal Day 272 



Project 29 : Holding a Thrift 

Campaign 280 

Project 30 : Presenting a Pag- 
eant — " Choosing a 
Career " 290 



A Half-year Review 



.306 



IV. ARRANGING WORDS 
EFFECTIVELY 



Project 31 : Organizing a Jun- 
ior Civic League 310 

Project 32 : Making " Safety 

First " Posters 320 



Project 33 : Honoring the Red 

Cross 329 

Project 34 : Protecting the 

Birds 338 



Project 35 : Holding a Clean- 
up Campaign 350 

Project 36 : Planning a 

Home 359 



Project 37 : Celebrating 

American Day 367 

Project 38 : Making an Ad- 
vertising Booklet for 
your Community . . . .375 



Project 39 : Giving a Flag 

Program 386 

Project 40 : Presenting a 
Community Pag- 
eant 393 

A Half-year Review 402 



CONTENTS 
PART ONE. FINDING THE FACTS 



Project i 

PAGES 

Form of sentence 4-5 

Form of paragraph 4-5 

Margin and indention 5 

A humming game 5 

Form of friendly letter 6-7 

Model of friendly letter 7 

Addressing envelope (model) 8 

A breathing game 10 

Project 2 

Pronouncing final ing n 

Parts of speech 12-13 

Making letters interesting. . . . 14-15 

Model of friendly letter 14 

How to plan letters 15 

Reminders in speaking 16 

Subject substantive and com- 
plete subject r6-i7 

Predicate verb and complete 

predicate 16-17 

Use of dictionary 18 

Project 3 
The beginning, middle, end.. 20-21 

Form of outline (model) 20-21 

Writing summaries 21 

Finding words in dictionary. . 21-22 
Declarative, interrogative, and 

exclamatory sentences 23-24 

Form of business letter 24-26 

Model of business letter 25 

Independent elements 27-28 



Project 4 

PAGES 

Inverted order 32 

Verb phrase 32 

Analysis 33 

Case : correct use of subjects 

and objects 33~34 

Use of capitals 36-37 

Howverbasserts: linking verbs 37-38 

Unity, or sticking to topic 40 

Reminders in speaking 42 

Correct use of may, can, doesn't, 
don't, whom, me, him, her, us, 

them 43 

Sentence match 43 

Project 5 

Using language right 44 

Indirect object 45-46 

Good form versus bad form . . 46-47 

Baseball spelling match 47 

Forms of verb 49 

Genitive case for possession i .... 5c 

Singular and plural 50 

Rules of punctuation 51 

Modifiers 52 

Square deal to words 53 

Project 6 

Use of colon 57 

Unity and order in paragraph . . . 5S 

Kinds of verbs 59 

Ways to show possession 60-62 



Vlll 



CONTENTS 



Project 7 

PAGES 

Active and passive voice 64-65 

How active voice is changed 

to passive 64 

How to make an outline 66 

Model of outline 66 

Criticizing a paragraph 67 

Choosing the right word 68 

Project 8 
Telling how things are made... 71 

Letters of application 72 

Model of letter of application ... 73 
Comparison of adjectives and 

adverbs 72-75 

Proper adjectives 75 

Correct use of a, an, the 75 

Baseball sentence match 75 

Special use of adjectives after 

verbs feel, appear, etc 76 

"■ Hold the Fort " Game 77 

Project 9 
Finding things out by reason- 
ing 80 

Appositives 82 

Correct usage : this, that; 

farther, further; fewer, less; 

good, well; almost, most; 

worse, more; all right; 

badly, very much; only 83 

Agreement of subject and 

verb 84-85 

Correct use of was and were 85 

Telegrams and night letters. . .86-87 
Model of telegram 87 

Project 10 

Giving examples with as 91 

Use of hyphen 93 

Punctuation review 93 



PAGES 

Cultivating dictionary habit . .93-94 

Synonyms 94 

The danger of slang 94 

Compound subjects : and 96 

Correct usage : and, either, 

neither, or, nor 96-97 

Analysis 97 

Half-year review 99 

Project 11 

Complete and incomplete 

groups of words 103 

Phrases, clauses, sentences 103 

Phrases as modifiers 106-107 

Adjectival and adverbial 

phrases 107 

Clean-cut sentences 107-108 

Project 12 

Clauses as modifiers 113 

Correct use of phrases and 

clauses 115 

Correct use : like, as; between, 

among; without, unless 115 

Reminders in speaking 118 

Planning a news item 118-119 

Project 13 

Finding facts — reference 

reading 1 20 

Principal and subordinate 

clauses 122 

How to write dialogue 125-126 

Quotation marks 126 

Substantive clause 126 

Simple, complex, and com- 
pound sentences 127-128 

Punctuation of the compound 

sentence 127 

Analysis 128 



CONTENTS 



IX 



Project 14 

PAGES 

How to write news accounts. ... 131 
Qualities of a good sentence .... 133 

Analysis 133 

Abbreviations and contrac- 
tions 134 

Two kinds of conjunctions . 134-135 

Baseball sentence match 135 

Writing a class parody 137 

Project 15 . 

Accuracy and thoroughness 

in getting information 138 

Arrangement of words in a 

sentence 138-139 

Position of only 139 

Reminders in speaking 141 

Form of phrases 144 

Condensing phrases to words . . 144 

Baseball spelling match 146 

Baseball sentence match 146 

Project 16 

Getting the full meaning of 

what you read 147 

Indirect questions and 

answers 148-149 

Analysis 149 

How to make something : 

giving directions 151 

Describing a process 153 

Adjunct accusative 154 

Six uses of substantive clauses . . 155 
Analysis 155 

Project 17 

Finding information 157 

Paragraphing in letters 158 

Model of a letter 158 

Changing clauses to phrases 159 



PAGES 

Condensing and analysis 159 

Reminders in speaking 160 

Working by committees 161 

Arrangement of words 162 

Inversion 162 

Project 18 

Correct use of each and every. 165-166 
Relationship of parts of sen- 
tence 167-168 

Planning a pageant 169 

Tableaux, charades, panto- 
mimes 1 70 

Form of a pageant 1 72-1 74 

Project 19 

Learning how to do things 176 

Variety through kinds of sen- 
tences 177 

Correct use : shall, will; either, 

or; neither, nor; each, every. .179 

Pronouns formed from self or 
selves 179 

Reminders in speaking 181 

Project 20 

Observing correct form .... 183-184 
Review of punctuation and 

capitalization . '. 184 

Accuracy, definiteness, brev- 
ity 184-185 

Writing a news report 184-186 

Writing a criticism 186 

The monologue 186 

Dictionary match 187 

Correct use of should and 

would 188-189 

A symposium: the year's 

work 190 

Half-year review 191 



CONTENTS 



PART TWO. EXPRESSING FACTS EFFECTIVELY 



Project 21 

PAGES 

Setting a goal 197 

Forming a Speakwell Club 199 

A breathing game 199 

Form of the social letter 200 

Addressing the envelope 200 

Model of the social letter 201 

Form of a composition 202 

Model of a composition 203 

Learning to use books 204 

Dictionary match 205 

Where to get ideas 205 

How to make an outline 206 

Model of an outline 206 

Humming game 207 

Reminders in speaking 207 

Project 22 

Rule for paragraphing 208 

Parts of speech 211 

Accuracy and definiteness in 

writing 212 

Phrases and clauses 214-215 

The sentence 214-215 

Subject and predicate 214 

Analysis 215 

Choosing words effectively 216 

Project 23 

Kinds of sentences 219 

Simple, complex, and com- 
pound sentences 219 

Declarative and interrogative 

sentences 219 

Exclamatory sentences 219 

Weighing facts 220 

Reminders in speaking 221 

Form of business letter 222 



PAGES 

Model of business letter 222 

Nouns and their uses 223-225 

Project 24 

Giving directions 228 

Reminders in speaking 229 

Definiteness in giving in- 
formation 230 

Personal pronouns : Person, 

gender, number, case. . . . 230-233 
Chart of personal pronouns. . . . 232 

How words are formed 234 

Inflection 235 

Correct use of personal pro- 
nouns 235-237 

Everyday value of the dic- 
tionary 238 

Project 25 

The glory of the English 

tongue 240 

How English was formed 241 

Finding mistakes of the class. . . 243 

Investigation committees 244 

Relation of parts in a sentence . 246 

Sentence building 247 

Interrogative pronouns 247 

Correct use of who, whose, 

whom, which, and what 248 

Value of good English 249 

Project 26 

Reminders in speaking 252 

Relative pronouns 252-254 

Correct use of who, which, 

what, that, and as 253-254 

Compound relative and in- 
terrogative pronouns 254 



CONTENTS 



XI 



PAGES 

Determinative and descrip- 
tive clauses 255-256 

An exercise in punctuation 256 

Antonyms 258 

Sentence building 258 

Reminders in speaking 259 

Project 27 

Sentence building 263 

Demonstrative pronouns : this, 
that, these, those 264-265 

Indefinite pronouns 267-269 

Correct use of either and 
neither 268 

Use of each, every one, every- 
body 268 

Possessive changes in pro- 
nouns 268 

The double negative 269 

Project 28 

Variety through inversion 273 

Uses of the nominative 

case 274-275 

Sentence building and anal- 
ysis 275 

Use of the comma 275 

Giving reasons 277 

A refutation 278 

A mock trial 279 

Project 29 

Getting the full meaning 281 

Analysis 282 

Accusative and dative rela- 
tions 282-283 

The adverbial accusative 283 

Analysis 287 

Committee reports 288 



Project 30 

PAGES 

Understanding the dictionary .. 290 

Synonyms 290 

Reminders in speaking 293 

Dramatic dialogue 296 

How to show possession . . . 298-299 

Project 31 

Transitive verbs 313 

Complete and linking verbs. . . .313 

Correct use of verbs 314 

Sentence match 314 

Correct use of feel, taste, 
smell, grow, become, remain, 

look, appear, and seem 314 

Paragraphing, brevity, and 
arrangement in letters 316 

Project 32 

Discussion groups 320-321 

Tense 323-324 

Principal and secondary 

tenses 3 2 3~3 2 4 

Auxiliaries 323 

Summary of verb 325 

Conjugation of the verb ask. . . .325 
Sentence match 326 

Project 33 

Qualities of the good outline. . .330 

Criticism of outline 330 

Model of outline 331 

Regular and irregular verbs. 331-333 

Summaries of verbs -332, 333 

Conjugation of the verb to be . . . 334 
335 
335 
335 
336 



The progressive form 

Present and past participles. 
Active and passive voice 
Reminders in conversation . 



Xll 



CONTENTS 



Project 34 

PAGES 

Gathering ideas 339 

The active and the passive voice . 343 

Summary of active voice 343 

Summary of passive voice 343 

Sentence building 344 

Irregular verbs 344-345 

The common form 344 

The progressive form 344 

Principal parts 345-347 

List of irregular verbs 345 _ 347 

Baseball verb form match 347 

Finding information 347 

Project 35 

Use of shall and will 35 I_ 35 2 

Futurity and determination. . . .351 

Committee reports 355 

Correct use of verbs : don't, 

doesn't; was, were; and; 

or, nor; there is; titles; 

each, every one, no one, 

many a; either, neither; 

collective nouns 356-357 

Agreement of verb and 

subject 356 

Use of tense 357 

Project 36 

Review of verbs 361 

An expression drill 363 

Analysis 364 

Program for review 366 



Project 37 

PACES 

Finding information 368 

An expression drill 368 

Reminders in speaking 369 

Correcting a composition 369 

Participles 370-371 

Correct use of participles 371 

The dangling participle 371 

Project 38 

Making an outline 375 _ 377 

Model of an outline 376 

Reminders in speaking. 378 

The gerund 379 

Infinitives 382-383 

Correct use of infinitives 384 

The parts of a book 385 

Project 39 

An expression drill 386-387 

Expressing an opinion 387 

Mood of the verb 388-389 

Indicative, imperative, sub- 
junctive mood 388-389 

An expression drill 391 

Analysis 391 

Project 40 

Outlining summaries 394 

Baseball pronunciation match . . 395 

Grammar review 395 

Practicing parts 396 

Presenting a pageant 397-401 



SUGGESTIONS TO TEACHERS 

English as an Everyday Activity. — In this book emphasis is 
laid, not upon technique, but upon life, upon thinking, upon every- 
day activities as vehicles of expression. Real situations are de- 
veloped. The work of the class reaches out into the community. 
The boy and the girl see that a premium is set upon initiative. 
Self-reliance and zeal, a broader vision of life, and an ability to 
cooperate with others gradually arise in the class consciousness. 

Language is a practice subject. We learn to speak by speak- 
ing. We learn to write by writing. Around the project idea, 
therefore, are woven in a recurring pattern the types of work that 
give practice to the language powers. Thought getting and obser- 
vation, organization of ideas or outlining, conversation, discus- 
sion, and formal talks, study of models, writing of letters and 
other compositions, critical exercises,, technical matter in grammar 
and composition, dramatization, word study, and handwork 
occur at regular intervals. Letter writing, for instance, is done 
every week for two years, in actual letters sent to actual persons 
for actual purposes. 

It is only through frequent and well-motivated practice that 
good language habits can be molded. 

Becoming Acquainted with This Book. — A teacher will get 
better service from a textbook if she is famiHar with the purpose 
and contents. Therefore, leaf through the following : 

i. The preface, page hi. Note the stress on "practice well- 
motivated " and consider carefully the eleven special features. 

2. The plan of organization, pages v and vi. The projects are 
suitable for schools having either annual or semiannual promo- 
tions. To get the most benefit from this plan, it is better to fol- 
low the numbered lessons. In schools where the term is less 
than ten months the teacher should omit a project or two at the 
end of the year. 

_ Note that the first year stresses thought as the basis of expres- 
sion, and the second year stresses the manner of expression, each 
half year closing with a review, or summary. 



SUGGESTIONS TO TEACHERS 



3. The detailed contents, pages vii-xii. Note that this shows 
which matters of theory are given in each project. 

4. The half-year summaries, pages 99, 191, 307, and 402. These 
are provided for the teacher's use or for consultation by the pupils. 
They are not intended to be memorized or reviewed in bulk. 

5. The first project for each half-year, pages 1, 102, 197, and 310. 
Note how the work of a project is divided into ten numbered les- 
sons. These lessons furnish work for both the preparation period 
and the (so-called) recitation period, handwork and letters being 
usually done outside of the recitation time. Sometimes the mat- 
ter for the preparation time comes at the beginning and some- 
times at the end of the assignment. 

Note that a formal talk to the class, a conversation or discus- 
sion lesson, a letter, a written composition, a pronunciation exer- 
cise, and a grammar or composition lesson are provided for each 
week of each year, given in each successive five lessons. 

6. The index, page 405. By looking up at leisure some of the ref- 
erences for the following words, an inexperienced teacher can get 
an appreciation of what socialization means in its various phases. 



blackboard 


class 


correlation 


games 


programs 


team 


work 


club 


criticism 


handwork 


prose 


work 


booklets 


committee 


dramatiza- 


matches 


models 


volunteer 


chairman 


work 


tion 


models 


secretary 


work 


challenge 


community 


exhibits 


pictures 


talks 


voting 



How to Make Work in Oral English Most Effective. — In con- 
versation, discussion, games, and exercises the entire class should 
be engaged, not merely bright pupils. Leaders of discussion groups 
should draw out all the pupils in a group (see lesson 112, page 320). 
Frequently timid, dull, or lazy pupils are slighted. 

Dramatizations and programs offer parts for most of the class. 

The formal talks 1 should be given from the front of the room to 
the class as an audience. The pronunciation exercise preceding 
the talk should not extend beyond several minutes, so that the 
entire period is practically devoted to talks. 

To give each pupil his weekly practice, talks should be short, 
like paragraph themes. It is better to have one-minute talks 
from all the class than two-minute talks from the brighter half. 
Give a democratic training. 

iFor a fuller discussion of methods see " The Teaching of Oral English." 



SUGGESTIONS TO TEACHERS xv 

The Class as a Club. — Boys and girls must learn to hold their 
own in their social groups, without the stimulus of the teacher's 
directing influence. At the beginning of each year, therefore, 
the class is organized as a Speak well Club (pages n and 199), 
which takes charge of the period once a week when talks are given. 
In the second year additional practice is given in parliamentary 
procedure in the Round Table (page 261) and the Humane League 
(pages 272-279), each for the duration of the project, and in the 
Junior Civic League (pages 310-319), which continues for the sec- 
ond half of the eighth grade, when community projects prevail. 

Through practice, boys and girls should learn to serve on com- 
mittees (pages 161, 238, and 244-245) ; to act as a team (page 
56) ; to express themselves in small groups (page 288) ; to preside 
as chairman of the club when talks are given, as chairman of dis- 
cussion groups (pages 161 and 321), or of teams (page 169); to 
serve as secretary (page 312). They should know how to hold 
elections (pages 272 and 318-319), and to vote intelligently, thus 
getting training in forming opinions and acting upon them (pages 
221, 229, 271, and 337). 

Setting Standards. — ■ The class is led to have a language goal. 
The language pledge (page xviii), the working out of a class motto 
(pages 197-198, and 207), the concrete presentation of theoretical 
standards (pages 44, 46, 53, etc.) aid in securing a definite goal. 

Boys and girls know better where they stand in composition 
if they keep their written work so that they can make comparisons 
and note improvement (page 9). They hold exhibits at regular 
intervals (pages 189, 190, and 306). They make various book- 
lets, each of which gives excellent opportunity to arouse a pride 
in accomplishment and the desire to improve (pages 56, no, 164, 
178, 343, and 378). They have an honor roll (pages 62 and 355). 
They hold championship discussions (page 89) and contests (pages 
289, 343, and 378). 

Good-English campaigns are planned for both years (pages 
44-54 and 240-249). 

Critical exercises are developed in such a gradually unfolding 
way that pupils learn to criticize their own work and thus be- 
come independent of the teacher. 

Credit is accorded not only to those who do the best work, but 
to those who make the greatest improvement (see letter, page 42), 
thus offering stimulus to the slow pupils. 



xvi SUGGESTIONS TO TEACHERS 

Recognition of Individual Differences. — Provision is made 
for much volunteer work by competent pupils (lesson 35, page 
234). Assignments frequently offer opportunity for a less com- 
petent class to take the minimum, while a well-prepared class takes 
the maximum assignment (lesson 48, page 52 and lesson 98, page 
96). A choice is sometimes offered, as in lesson 31, page 31. 

The language work is built up so gradually through the stages 
of gathering ideas, organizing ideas, and oral expression, that the 
written work is within the reach of the poorer pupils, who are 
somewhat ready for it in spite of themselves. 

The plays and pageants are gradually built up in class exercises 
(pages 169-175, 290-305, and 393-401). 

To aid the slower pupils various devices are used that make a 
concrete appeal. Arrows point out things to remember (pages 
2 5> 73> I 3 I > i 5 i j 20I > 2 °3> an d 33 1 )- Enlarged periods stress 
sentence structure (page 4). The checkerboard version of " tit- 
tat-toe " applied to word drills (page 41) lends variety. Pictures 
teach theory (pages 205, 245, and 246). The object of all this 
is to make the initial impression as strong as possible. When 
once a correct form or usage is understood, the teacher should 
insist upon its observance. 

To facilitate discussion, sentences and paragraphs are frequently 
numbered with superior numbers (pages 14 and 147). 

The game or match idea is applied to spelling (page 47), and to 
grammar (pages 77 and 326). 

How Theory is Handled : Supervised Study. — Grammatical 
theory is presented first from the standpoint of usage and from 
that is gradually unfolded. Much of this material offers excellent 
opportunity for careful silent reading by the class and for discus- 
sion, or for supervised reading by the teacher and the class. The 
illustrative sentences are usually applied to the project. 

There is a new attack in presenting some of the matters of 
theory. For instance, unity and order are carried back to the 
thinking process where they belong (pages 20, 40, and 66). The 
relationship of parts is brought out in a new way (pages 167 
and 246). 

From the beginning boys and girls are taught how to handle 
reference books, encyclopedias, etc. (pages 1-2 and 90) ; the 
dictionary (pages 18, 93, 120, and 290) ; other textbooks (pages 
120 and 204) ; library work (page 80) ; and newspapers (page 183). 



SUGGESTIONS TO TEACHERS xvii 

Correlation of Other School Activities. — The course utilizes 
the abilities that are being trained in the other studies and thus 
binds all the work of the school together in a practical whole : 

Arithmetic. Page 153 

Geography. Pages no, 138, 169, 171, 251, 375 

Hygiene. Pages 63-70 

History. Pages 102-109, 120-130, 141, 157, 160, 169, 367-374 

Nature study. Pages 35-42, 147-156, 221, 272-279. 338-349 

Music. Pages 56, 153, 169 

Domestic arts. Pages 71, 359~366 

Manual arts. Pages 71, 151-152, 221, 339, 349 

Drawing. Pages 56, 58, 62, 70, 109, 115, 138, 153, 160, 181, 221, 

229, 234, 238, 250, 328, 350, 361, 377, 385 

Civics and community 
welfare projects. Pages 1-10, 19-30, 31-43, 63-70, 147-156, 176-182, 

218-227, 280-289, 310-319, 320-328, 329-337, 338- 
349, 350-358, 359-366, 375-385, 386-392, 393-401 

The spirit of Americanism runs through the whole book, sounded 
in the preface to the boys and girls and in the language pledge. 
The class is kept constantly alive to the spirit of patriotism by 
means of such projects as Patriots' Day (pages 102-109), "Nations 
of the World " Pageant (pages 165-175), A Journalistic Trip 
through America (pages 250-259), The Junior Civic League (page 
310), American Day (pages 367-374), and Flag Day Programs 
(pages 10 and 392). 

Local Contacts. — Besides the community projects enumerated 
in the index (see index) , invitations are extended to various persons 
in the community to attend program entertainments. The class get 
in touch with local merchants so that they can exhibit work in 
store windows (pages 328, 339, and 349). They hold contests 
with other schools (pages 282 and 334). They communicate 
with the editor of a local paper (pages 264, 289, 348, and 373), 
they hold parades and give plays for the public to see. Thus 
the parents, as well as the principal and the superintendent, have 
an opportunity to see first hand, in an interesting way, the work 
that is done by the class. 

These local contacts with community interests popularize the 
language work of the school and give more significance to the work 
of the teacher. Appreciation of language work by a community will 
make the teacher's task more of the real joy that it ought to be. 

BOL. ADV. EV. ENG. — 2 



BOYS AND GIRLS 

The name America stands for our country. Vast 
are its resources. Great is its power among the na- 
tions of the world. But wealth and size alone will 
not make a country great. What is it that sweeps 
through the land and makes us rise in protest if any- 
thing is done against the flag of our United States? 
Patriotism! That is loyalty to the Stars and Stripes, 
the symbol of our love of liberty. 

No country will remain great unless its people 
learn to live so that they make the most of them- 
selves. To-day schools and churches, newspapers, 
magazines, and books are educating the nation in 
ways of living. No one can learn well from this in- 
struction, however, unless he can speak, read, and 
write our language. Each man, woman, and child 
must be able to speak and read English intelligently, 
to give our country its greatest power. 

Loyalty to land and loyalty to language will make 
for the greatest Americanism. Therefore : 

We pledge allegiance to the flag and to the 
language for which it stands — the English 
language, which we pledge ourselves to speak 
and to write correctly, a little better each day. 

AMERICA FIRST! 




I PROJECT I. MAKING A FLAG PROGRAM j 

i. Conversation. Read the message on the opposite page. 
What do the two words "America First" mean? In 
what ways does our country stand high among nations? 
Talk about the United States in class : 

Size and Wealth. How large is the United States? What 
is the population of the country? Name three great sources 
of its wealth. Why is each important? 

History and Heroes. When did the history of our country 
as an independent nation begin? For what principle, or 
idea, has the United States stood firm? Name three great 
men who have fought for this principle. Tell what each did. 

Language and Literature. Where did we get our language ? 
Where can you find information about our writers? Name 
three great American writers. Tell one fact about each. 

Remember : Ability to speak well and to read intelligently 
will help to make you good Americans. 



2 MAKING A FLAG PROGRAM 

Finding the Facts. The teacher will divide the class into 
three groups, or committees, to look up the questions on 
page i in class. Group i will consult a geography; group 2, 
a history ; group 3, an unabridged dictionary, an encyclopedia, 
or readers. Then you will have accurate information to 
report. 

2. Getting the Full Meaning from a Poem. The following 
poem, written during the Civil War, is as true to-day as it 
was sixty years ago. When you read it, look up in your 
dictionary any words you do not know. Then you will be 
ready to talk about it intelligently. 

Union and Liberty 

1 Flag of the heroes who left us their glory,* 

Borne through their battlefield's thunder and flame, 
Blazoned in song and illumined in story, 
Wave o'er us all who inherit their fame ! 

Chorus 

Up with our banner bright, 

Sprinkled with starry light, 
Spread its fair emblems from mountain to shore, 

While through the sounding sky 

Loud rings the Nation's cry — 
Union and Libeety ! One Evermore ! 

2 Light of our firmament, guide of our Nation, 

Pride of her children, and honored afar, 
Let the wide beams of thy full constellation 

Scatter each cloud that would darken a star ! — Chorus 



* The number with each stanza will make it easier for you to refer to different 
stanzas. 



STUDY OF A POEM 3 

3 Empire unsceptered ! what foe shall assail thee, 

Bearing the standard of Liberty's van ? 
Think not the God of thy fathers shall fail thee, 

Striving with men for the birthright of man ! — Chorus 

4 Yet if, by madness and treachery blighted, 

Dawns the dark hour when the sword thou must draw, 
Then with the arms of thy millions united, 

Smite the bold traitors to Freedom and Law ! — Chorus 

5 Lord of the Universe ! shield us and guide us, 

Trusting thee always, through shadow and sun ! 
Thou hast united us, who shall divide us ? 

Keep us, oh, keep us the Many in One ! — Chorus 

Oliver Wendell Holmes, in 1861 

What did the author of this poem have in mind when he 
wrote the title ? The motto of the United States is E pluribus 
unum (one out of many) . Is it a good motto ? Why ? 

Tell the names of three heroes and battlefields spoken of 
in stanza 1. What flag poems, songs, and stories do you 
know? Which do you like best? Which line describes 
them? Explain "empire unsceptered." 3 Give two meanings 
of the word standard? What does it mean here ? 

For what should we be ready to fight ? Name occurrences 
that would dishonor the star of a state. 

Read the poem (1) with the Civil War in mind and (2) with 
the World War in mind. Which lines refer particularly to 
the Civil War? Pick out the stanza that you like best and 
tell what picture you see in it. 

Five pupils will now read the stanzas aloud in turn. Five 
volunteers will give the chorus from memory. 



MAKING A FLAG PROGRAM 



3. The Form of the Sentence and the Paragraph. Let us 
follow the working of the mind of an orator who is planning a 
speech about the American flag. Notice how he goes from 
thought to thought : 

" The flag is bunting," he thinks, " but it is almost alive 

— it has a voice. Each — part — has — a — voice. The 
thing to do, then, is to take the different parts of the flag 

— the stripes and the stars — and show that each has a 
voice. What would each part say if it could speak? " 

When the orator speaks, we hear the separate sentences, 
as they are given in (a) ; but when he writes down his speech, 
it will appear as a paragraph, (b) . 



(a) As spoken 

1 The flag is a piece of bunting 
lifted in the air, but it speaks sub- 
limely and every part has a voice* 

2 Its stripes of alternate red and 
white proclaim the original union 
of thirteen states* 

3 Its stars of white on a field of 
blue proclaim that union of states 
constituting our national constel- 
lation, which receives a new star 
with every new state* 



(b) As written 

1 The flag is a piece of bunting 
lifted in the air, but it speaks sub- 
limely and every part has a voice. 
2 Its stripes of alternate red and 
white proclaim the original union 
of thirteen states. 3 Its stars of 
white on a field of blue proclaim 
that union of states constituting 
our national constellation, which 
receives a new star with every new 
state. 

Robert Winthrop 



Briefly stated, this is what he has thought out : 

How the Flag Speaks 

The flag is bunting, yet it speaks. 1 

The stripes speak for the original colonies. 2 
The stars speak for the states of the nation. 3 



THE SENTENCE AND THE PARAGRAPH 5 

At the bottom of page 4 are given the three thoughts which 
develop a bigger thought, or topic (How the Flag Speaks). 
Each of these three thoughts makes sense in itself, but it 
needs the other thoughts to make the topic clear. 

When a number of words are put together to make a com- 
plete thought, as in the three parts of (a) on page 4, they are 
called a sentence. When such sentences are put together to 
make a complete topic, as in (b) on page 4, they form a 



Remember : A sentence begins with a capital and ends with 

a period. 
In writing a paragraph begin the first line about an inch 

to the right of the other lines. This is called indention. 
Always keep a margin of an inch on the left of your 

written paper. 

Dictation. Copy the three sentences in (a) on page 4 as 
one paragraph. Indent the paragraph one inch. Have a 
margin of an inch. 

Keep this piece of written work. 

4. A Humming Game.* To form good tone the breath 
must pass out through both nose 
and mouth. 

To open the nasal passage, hum 
m-m-m with the lips lightly closed, 
thus forcing the palate to hang pg^ ^ 
down in the right position. H /J 

Then drop the lower jaw and let the humming sound come 
out through both mouth and nose. 




* Each talk is preceded by a pronunciation game or drill, which is not to exceed 
several minutes, and is to be repeated when needed . 



6 MAKING A FLAG PROGRAM 

A Talk to the Class. Come to the front of the room. 
(/) Repeat from memory the stanza you like best in " Union 
and Liberty" and the chorus (page 2). (2) Tell the class 
what picture the stanza makes you see. The fifteen best 
talks will be repeated later. 

5. The Proper Form of Friendly Letters and Notes. On 
the opposite page is given a model for an informal note or a 
friendly letter. What are the five parts? Why is each 
given? Which tells where? to whom? when? how? 
what ? by whom ? 

The heading begins a little to the right of the middle of the 
page. It consists of the place and the date. If the street 
address is given, three lines may be used ; or the whole address 
may be written on one line, if it is short. 



5 Park Street, Troy, N. Y. 
September 14, 192 1 



Raleigh, N. C. 31 Pearl Street 
May 7, 192 1 Des Moines, Iowa 
August 7, 192 1 

The salutation gives the name of the person to whom the 
letter is sent, together with an introductory word ; as, " Dear 

" or " My dear ". If a word like father or sister is 

used, that word is capitalized. It is followed by a colon : 

Dear Father : I Dear Miss Smith : I My dear Brother : 
Dear Tom : | Dear Sister : | Dearest Mother : 

The body of the letter consists of one or more paragraphs. 
Each paragraph is indented. The whole letter has a margin 
on the left side. 

The complimentary close begins a little to the right of the 
middle of the page, and consists of a graceful ending : 

Sincerely yours, I Your little daughter, 
Lovingly yours, Your loving son, 



FRIENDLY LETTERS AND NOTES 



3f fasi/c, S~fou£ 



<- Heading : | Place 
I Date 

<r- Salutation 
-<-Body 



Comp. close 
■ Signature 



The signature is written on the line below the complimentary 
close, a little farther to the right. Except in family letters 
it is well to sign the full name. Always sign your name very 
legibly. 

The paper ordinarily used for friendly letters consists of a 
folded sheet. In writing a letter go from one page to another 
in the order in which they come. 

Remember : A friendly letter consists of five parts. Each 
part begins with a capital. 
The salutation ends with a colon. The complimentary close 
ends with a comma. 



Copying. Fold a sheet of school paper once to look like 
letter paper. Copy the above letter, but use your principal's 
name in the salutation and your own name .as signature. 
Change the heading to suit your address and the day of the 
month. 

The best letter will be sent. (See page 8.) 



8 MAKING A FLAG PROGRAM 

6. Handwork. Bring an envelope to school. Talk about 
how it is made. Fold a sheet of school paper to look like a 
sheet of letter paper. Then make the envelope the proper 
size for this sheet of paper folded once. 

Cut the envelope and paste it. 

Addressing an Envelope. From the superscription, or 
writing on the front of an envelope, the postman should 
be able to tell exactly where the letter is to go, that is, 
the full name, street and number, city and state, of the person 
who is to receive the letter. He should also know your name 
and full address as sender, so that the letter can be returned 
to you if the person to whom it is addressed has moved 
away. 

Observe how and where these parts are placed on the 
following envelope. What are given in the return address? 
in the superscription? Where is the stamp placed? 



7S- b& v &£ais'& M £ 






Following the above model, address the envelope you have 
made for the letter to your principal. Use the home address 
for both sender and receiver of the letter. The best envelope 
and letter will be sent. Your teacher will tell you who 
wrote the best letter (page 7). Use the name of the writer 
of that letter for the home address. 



CASES FOR WRITTEN WORK 9 

7. Keeping a Record of Your Work. To see how you 

improve in your written work from week to week it is a good 
plan to keep what you write, with the date of writing on each 
paper. 

You will now make a case in which to keep all your written 
work. Which of the following patterns do you prefer? 
Why? 



"Ton Shith 

7QHADL 

English 




0) 



(b) 



(?) 



Draw on the board the pattern the class has selected. 
What directions should you mark on the pattern ? 

Writing a Paragraph. Write your directions as a para- 
graph. Make the case one inch larger than the paper used in 
your school. 

8. Handwork. Make a case out of heavy Manila or wrap- 
ping paper. On the flap that folds over print your name, 
your school, and the date. Then make an appropriate 
decoration. 

Blackboard Work. On the board draw a large flag of the 
United States. Make as many stars as we have states. 
Beside the thirteen stripes print the names of the thirteen 
original states. Under each name of an original state, or 
colony, print the names of as many great men as you can think 
of in connection with that original state. 



io MAKING A FLAG PROGRAM 

Sentence Building. Make up thirteen sentences for the 
original states. In each give the names of several of the 
great men written beside the stripes of the flag ; as, " Penn- 
sylvania is noted for , — ■ — , and ." Begin each sen- 
tence with a capital and end it with a period. 

9. A Breathing Game. To speak well it is necessary to 
breathe well. Rise, and while your teacher counts five, raise 
your arms at the side and breathe in deeply. Then lower the 
arms slowly and exhale while she counts five. Repeat this 
exercise five times. 

A Talk to the Class. Come to the front of the room. 
(/) Tell the class which names of great men you have thought 
of for three of the original states. (2) Tell which you think 
is the most important man. Give a reason. 

10. Giving a Program. In a class period present the 
following program : 



A FLAG PROGRAM 



the language pledge (Page xviii) The Class 

THREE TALKS- How to Keep America First (Page 1) . Three pupils 

A SPEECH IN RELAY.* How the Flag Speaks (Page 4) . Three pupils 

EXHIBIT OF CASES FOR WORK 

FIFTEEN TALKS. Our Flag (Talks on page 6) . . . . Fifteen pupils 
FLAG RAISING IN THE SCHOOL YARD, OR ELEVATION OF 
THE FLAG TO THE PLACE OF HONOR IN THE 

CLASSROOM The class 

A RECITATION IN RELAY. Union and Liberty (Page 2) . Five pupils 

and the class 
THE FLAG SALUTE The class 

* " In relay ' means " one after the other." 




PROJECT 2. FORMING A BETTER- 
SPEECH CLUB 




ii. How to Form a Speaking Club. There is no better 
accomplishment than learning to speak well. Each week 
you will give a one-minute talk on a subject that you have 
discussed in class or about which you have thought outside. 
For these weekly talks the class may be formed into a 
club. 

For each meeting your teacher will appoint a different 
pupil to act as chairman. The chairman will tap with the 
gavel and say, " The meeting will come to order." He will 
then state the subject of the talk. 

To get permission to speak you will rise and say, " Mr. 
Chairman, may I have the floor? " The chairman will give 
permission by saying, " Tom (or Alice) has the floor." You 
will then come to the front of the room and give your talk, 
facing the class. 

No club would be complete without a name and a motto. 
Talk about good names and good slogans. Write the various 
suggestions on the board. 

12. A Pronunciation Drill. One of the greatest faults 
in American speech is to cut short the final syllable; as, 
" goin' " for going. Write on the board five words with 
the final syllable ing and pronounce them up and down. 



asking 


falling 


jumping 


running 


being 


feeling 


knowing 


seeing 


breathing 


going 


laughing 


singing 


coming 


having 


liking 


sleeping 


drawing 


hearing 


playing 


thinking 


eating 


hitting 


reading 


writing 



12 FORMING A BETTER-SPEECH CLUB 

A Talk to the Class. Tell the class what name and what 
slogan you want for the club. Give reasons. 

At the end of the period write on a piece of paper the name 
and the slogan for which you think the best arguments were 
given. Two pupils will collect the votes and count them out- 
side of class. 

Handwork. A committee of three pupils may volunteer 
to prepare outside of school a club poster of the name and 
the slogan chosen. 

13. The Work That Words Do : Review. In the following 
sentences observe that the italicized words play different 
parts : 

1. A boy was chairman of our club in Oakland. 

The word " boy " names a person. It is called a noun. 
Nouns name persons, places, things, or ideas. 

2. He called the meeting to order and announced the lesson. 

The word " he " stands for " boy " in the first sentence. 
It is called a pronoun because it stands for a noun. 

3. He tapped gently with his gavel. 

The word " tapped " tells an action. It is called a verb. 

4. The first speaker spoke slowly and distinctly. 

" First " describes the speaker. It is called an adjective 
because it describes a noun. " Slowly " describes the word 
" spoke." It is called an adverb because it describes a verb. 
An adverb may also describe an adjective (" a very able 
speaker ") or another adverb ("he spoke very slowly"). 

5. He addressed the chair and came to the front of the room. 



PARTS OF SPEECH 13 

What two things did he do ? Observe that the word " and " 
connects them. A word that connects single words or groups 
of words is called a conjunction. 

6. He then spoke to the class. 

Certain words show a relation between other words. Here 
" to " carries the meaning from " spoke " to " class." A 
word that shows relation between a noun or a pronoun and 
some other word in a sentence is called a preposition. 

7. Hurrah ! He made a good speech. 

The word " hurrah ! " expresses great joy or approval. 
Words that express feeling, or exclaim, are called interjections. 
An interjection is usually followed by an exclamation mark. 

Nouns and pronouns are often called substantives. 

Pick out different parts of speech in the selections on 
pages 2 and 4. 

Remember : Words play eight parts in sentences : 

Nouns are names of persons, places, things, or ideas. 

Pronouns stand for nouns. 

Verbs are action words. 

Adjectives describe nouns or pronouns. 

Adverbs describe verbs, adjectives, or other adverbs. 

Conjunctions connect words or groups of words. 

Prepositions show relation between two words. 

Interjections express feeling. 

14. Writing a Paragraph. Copy the seven sentences on 
pages 12 and 13 as a paragraph. Be ready to tell the part 
of speech for room, gently, with, distinctly, he, spoke, in, lesson, 
called, and, addressed, to, gavel, of, hurrah, and Oakland. 



14 FORMING A BETTER-SPEECH CLUB 

15. Making Letters Interesting. Below is given a letter 
which Thomas B. Macaulay wrote when he was a boy at 
boarding school : 



Shelf ord, England 
April 26, 1813 
My dear Papa : 

1 Since I have given you an account of my 
weekly duties, I hope you will be pleased to be 
informed of my Sunday's occupations. 2 It is 
quite a day of rest here, and I look to it with pleas- 
ure through the whole of the week. 

3 After breakfast we learn a chapter in the Greek 
Testament — that is with the aid of our Bibles, and 
without doing it with a dictionary as in other les- 
sons. 4 We then go to church. 5 We dine almost as 
soon as we come back, and are left to ourselves till 
afternoon church. 

6 During this time I employ myself in reading. 
7 Mr. Preston lends me any books for which I ask 
him, so that I am nearly as well off in this respect 
as at home, except for one thing. 8 1 can only ask 
for one book at a time, and cannot touch another 
till I have read it through. 

9 Later in the afternoon we go to church, and 
after we come back I read as before till tea-time. 
10 After tea we write out the sermon. 

Your affectionate son, 

Thomas B. Macaulav 



MAKING LETTERS INTERESTING 15 

Compare Thomas's Sunday with yours. In what way 
were his studies more advanced than yours? The third 
sentence tells how he translated Greek. Look up translation 
and then explain the sentence. 

What rule had Mr. Preston made about books? Do you 
agree with Thomas about this rule ? Why ? 

Later Macaulay became a great English writer and states- 
man. Find out how old he was when he wrote this letter. 
How did he make it interesting ? 

Is the letter in good form ? Why ? 

Remember : Make a letter interesting by (1) telling what 
you do and (2) giving your opinions. 

16. Planning a Letter. Plan to write a letter to your home, 
just as Thomas Macaulay did from boarding school. You 
may tell about the school day on which you have the Better- 
Speech Club, and relate what you do during the day. 

In the letter on page 14, which sentence states the writer's 
purpose ? How could you state the purpose of your letter ? 

Which sentences tell the different things Thomas did during 
the day? Write notes of these on the board. Copy on the 
board the expressions he uses to show the time of day. He 
tells things in the right order, or as they happened. In what 
order do things happen during your school day ? 

Find the sentences in which Thomas gives his opinions. 
What opinions can you give of your Better- Speech Club ? 

You have now thought out : 

(1) The purpose of your letter. 

(2) What you do during a school day. 

(J) Your opinion of the Better-Speech Club. 

Dictation. Copy Macaulay's letter. 

BOL. ADV. EV. ENG. 3 



16 FORMING A BETTER-SPEECH CLUB 

17. An Enunciation Drill. Say quickly and clearly the 
long vowels: (1) la, le, li, lo, hi; (2) da, de, di, do, du ; 
(3) ma, me, mi, mo, mu. 

A Talk to the Class. Tell how you spend a school day. 
Tell things in the right order. 

A committee of two pupils will sit in the back of the room 
and rise whenever they cannot hear you. 

Remember: To hold the attention of the class : 

Stand erect on both feet. 
Look straight at your audience. 
Speak slowly and distinctly. 
Speak loud enough to be heard. 

18. Subject and Predicate. In the following sentence tell 
who is talked about. Tell what is said about him. 

An English boy wrote about his reading. 

We could say " boy " or " An English boy " was talked 
about. Either answer would be correct. The single word 
talked about is called the subject substantive. This word 
with any others used to make its sense complete is called the 
complete subject. 

We can answer the question, " What is said about the 
subject? " either with one word or in full. The predicate 
verb is the chief thing said about the subject (" wrote ")• 
The complete predicate tells in full what was said (" wrote 
about his reading ")• 

Remember: A sentence consists of two parts : 

(1) The subject, or the thing talked about, and 

(2) The predicate, or what is said about the subject. 



SUBJECT AND PREDICATE 17 

The complete subject is the whole idea talked about. The 

subject substantive is the single word talked about. 
The complete predicate includes all that is said about the 
subject. The predicate verb is the chief word of the 
predicate. 
An Exercise. Point out the subject substantives, the 
predicate verbs, the complete subjects, and the complete 
predicates in the following sentences. Copy the sentences. 
Then underline the subject substantive and the predicate verb 
in each sentence, and draw a vertical line between the com- 
plete subject and the complete predicate. 

1. An English boy of thirteen wrote the letter on page 14. 

2. A good student reads books carefully. 

3. Our club improves our use of language. 

4. The chairman holds an important position. 

5. Every member of the club speaks at a good meeting. 

6. A good speaker speaks loud enough to be heard. 

7. The last chairman forgot to speak himself. 

8. The teacher sits in the back of the room. 

9. The meeting of the club is held once a week. 

19. Writing a Paragraph. Write as one paragraph your 
account of your school day. Bring in an opinion of some- 
thing, as Thomas Macaulay did. 

In class correct the paragraph : 

1. Is it indented ? 

2. Is there a margin? 

3. Enlarge the periods. Does each sentence begin with a 
capital and end with a period ? 

4. Are things told in the right order ? 

5. Did you give an opinion ? 



iS 



FORMING A BETTER-SPEECH CLUB 



20. Using Words Right. Notice how fully a word is 
described in Webster's " New International Dictionary." 
What different things are given? 



speech (spOch), n. [ME. sjieche, AS. sptec (cf. also xprcec, 
I), apraak, G. gprache, Sw. sprat, Dan. sprog), fr upecan 
to speak. See speak.] 1. The faculty of uttering artic- 
ulate sounds or words ; the faculty of expressing thoughts 
by words or articulate sounds ; the power of speaking. 

2. Act or manner of speaking or expressing thoughts in 
words ; oral utterance. Speech is voice articulated by 
definite configurations of the vocal organs. Speech and 
song are distinguished chiefly by the wider variations of 
pitch in singing, in which latter the voice usually dwells on 
each note without change of pitch, and then haps up in- 
down to the next as smoothly and quickly as possible, 
whereas in speech the voice constantly moves upward ami 
downward, sometimes by leaps, but more often by glides. 

3. That which is spoken ; a spoken sentence, phrase, re- 
mark, etc. ; uttered words expressive of thought; also, an 
interchange of spoken words; talk; conversation. 

4. Specif., a formal public discourse; an oration ; harangue. 

5. A particular language : a tongue ; a dialect. 

People of a strange speech. Eztk. iii. 6. 

6. Talk; mention; common saying; report Archaic. 

What was the speech among the Londoners 
Concerning the French journey. Shak. 

7. The speaking of a musical instrument. See speak, v.i., l>. 

8. The part of a wheel consisting of the hub and spokes be- 
fore the fellies and rim are put on. 

Syn. — Speech, addp.ess, oration, iiakangite. Speech is 
the general term ; an address is a formal speech ; an ora- 
tion is an elaborate or rhetorical address, esp. one delivered 
on a notable occasion ; a harangue is a vehement or noisy 
speech.* 



Pronunciation 
Part of speech 
Derivation 

Definitions : 
Different uses 
numbered ; 
examples 



Synonyms : 
Explained ; 
examples 



The following words are often misused : 

grand great awful fine nice 

" Grand," " great," and " awful " should not be used in 
speaking of trifling or insignificant things. Look up these 
words in the dictionary and discuss their meanings. 

Remember : Look up strange words in the dictionary and se- 
lect the meaning that suits the sentence. 

Writing a Letter. Write a letter about a school day to 
some one at home. As the body of the letter copy the cor- 
rected paragraph about your school day. Address an envelope. 
Take the letter home and give it to the person to read. 

* From Webster's " New International Dictionary." Copyright 1909-1913, by G. 
and C. Merriam Company. 





PROJECT 3. CELEBRATING FIRE 
PREVENTION DAY 



21. Conversation: The Fire Menace. Talk over in class 
the following questions. Put your remarks in complete 
sentence form. Tell what you think and why ; as, " I think 

. . . (what) . . . (why) ..." 

i. Which causes more damage — fire or water? 

2. Where is fire more dangerous — in the country or in the city? 

3. What are the three greatest causes of fires? 

4. What things do people do in their homes to fight fire and its 
losses ? 

5. How is a fire alarm sounded? 

6. How is a fire drill held in school? 

In what different ways does your community guard its 
citizens from fire ? Tell about them. 

What could you see at a fire house ? Tell where the fire 
houses are located. 

Writing a Letter. You have some fire-fighting organization 
in your community. Write a friendly letter to your teacher, 
requesting permission to visit the nearest fire house after 
school on a certain day. Tell why you wish to go. 

Turn to the model on page 7, and make your letter perfect 
in form. See whether each sentence begins with a capital 
and ends with a period. Put a straight line under each subject 
substantive and a waved line under each predicate verb. 
Draw a vertical line between complete subjects and complete 
predicates. 

Make and address an envelope. Put the letter in the 
envelope, but do not seal it. 

The best letter will be sent. 



20 



CELEBRATING FIRE PREVENTION DAY 



22. Beginning, Middle, End : The Outline. On this page 
you will find a newspaper account of a rescue by a boy scout. 
Beside it you will find a skeleton, or outline, of the facts. 



A Boy Scout's Heroism (Written out) 

1 The bronze medal for life saving has just been 
awarded by the National Court of Honor, B. S. A., 
to Frederick Lange, senior patrol leader of Troop 
25g of the Boy Scouts of this city. The act of 
heroism which has brought him this distinction 
was performed several months ago, when, at the 
risk of being burned to death, Lange rescued a 
little boy in a most remarkable manner. 

2 Lange was walking along the street when he 
heard screams. Running back, he saw a toddler 
enveloped in flames. The little fellow's clothes 
had caught fire and he was too young to know 
just what to do to help himself in any other way 
than by screaming. 

3 Taking in the situation at a glance, young 
Lange pulled ofl his own coat while running to 
the aid of the child. A moment later the coat 
was thrown about the latter, and the flames were 
smothered. 

4 The little joy, however, had been badly in- 
jured by the fire, and it is likely that he would 
have died eventually, even though the flames 
had been extinguished, if Lange had not admin- 
istered first-aid treatment, pending the arrival 
of an ambulance. Thanks to Lange's heroism 
and knowledge of "first-aid" principles, the child 
has since recovered. 

6 A medal was presented to Lange also by the 
City Court of Honor on February 12 at the City 
Hall for the same heroic act. 

The Public Ledger 



(Outlined) 

<- 1. Beginning (Intro- 
ductory — medal 
awarded) 

A . To boy scout 

B. By National Court 

of Honor 

C. For saving child 

<-II. Middle (Details of 
rescue) 

A. Boy sees child on fire 

1. Child helpless 

2. Child screaming 

B. Boy puts fire out 

1. Sees danger 

2. Smothers flames 

with coat 

C. Boy saves child 

1. First aid 

2. Arrival of am- 

bulance 



III. End (Graceful close, 
— boy awarded an- 
other medal) 

A. When 

B. Where 



USE OF THE OUTLINE 21 

In the reporter's mind, before he wrote, the ideas were 
properly selected and arranged. 

Which paragraph tells what, to whom, by whom, and why? 
Point out the expressions that answer these questions. 

How many paragraphs does the reporter use to give details 
of the rescue ? Because the story falls naturally into three 
different stages, he makes three paragraphs, each with sub- 
topics of its own (what the boy saw, what he did to the fiise, 
how he gave first aid). 

What are the topics for the beginning, the middle, and the 
end of this story ? 

Observe that the subtopics are marked differently and 
written farther to the right, to make them stand out : 

I. (Main topic) 

A. (Subtopic of the main topic) 

1. (Subtopics of A) 

2 

3 

Remember : An outline helps you to find the main thoughts 
and the details under them. 

Writing a Summary. A pupil will copy the outline on page 
20 on the board. The class will then write an account of the 
boy scout's heroism, following the outline but condensing the 
story to three paragraphs. What first aid did he apply? 

Which parts of the outline will you take for each paragraph ? 
Observe correct indention and margin. 

23. Finding Words in the Dictionary. The words on 
page 22 are associated with fire. Be ready to explain their 
meanings. Look up the words that you do not know. 



22 



CELEBRATING FIRE PREVENTION DAY 



How are these words arranged? Where should you look 
for " flames " ? where, for " lurid " ? 



arson 


fire extinguisher 


fire tower 


instantaneous 


asbestos 


fireproof 


fire trap 


insure 


combustion 


fire insurance 


fire warden 


lurid 


fire alarm 


fire limits 


flames 


menace 


fire drill 


fire line 


hook and ladder 


panic 


fire engine 


fire patrol 


immunity 


safety 


fire escape 


fire sale 


incombustible 


salvage 



Words in the dictionary are arranged alphabetically. In 
looking up a word the quickest way is to do as follows : 

(/) Turn to the letter and leaf through the pages until you 
find at the top of the page the combination of letters nearest 
to your word. 

(2) Trace the words down the column until you find your 
word. 

Remember : Take the quickest way in looking up words in 
the dictionary. 

Sentence Building. Make up slogans for fire prevention 
in (7) the school, (2) the home, (3) the community, and 
(4) the forest, using some of the above words. Write them 
on the board and discuss them. Copy the best. 

Point out different parts of speech in the slogans. 

Handwork. The class will divide into four teams, each 
choosing one of the following : 

(7) School (2) Home (j) Community (4) Forest 

Outside of school make a fire prevention poster to suit your 
subject. Print on it a good slogan. 
The best poster will be exhibited. 



STRUCTURE OF SENTENCES 23 

24. How Sentences May Be Used. The following show 
different uses of sentences : 

(1) What is an automatic fire escape? 

(2) The salesman held up a picture of it and read the directions 
aloud. 

(3) Throw the reel out of the window. 

What is the purpose of the first sentence? How does it 
differ from the other sentences in punctuation? This is an 
interrogative sentence, because it asks a question. It is followed 
by an interrogation point ( ?) . 

What is the purpose of the second sentence? This is a 
declarative sentence, because it declares, or states, a fact. It 
is followed by a period. 

The third sentence is another form of declarative sentence. 
It gives a command. The sentence means that " you " are 
to throw the reel out. The word you is not expressed, but it 
is understood. Such a sentence is followed by a period. 

Notice in the following paragraph that each sentence 
expresses strong feeling, or emotion. 

The house is on fire ! What can we do ! Unwind the cable ! 
Place the life belt under the arms ! Drop from the window ! 
Do not be afraid ! 

Such sentences are called exclamatory sentences. Any 
sentence expressed with strong feeling becomes exclamatory. 
It is followed by an exclamation mark. 

Which of the sentences in the selection above are declarative 
statements ? Which are declarative commands ? Which are 
interrogative sentences? Tell why in each case. Copy the 
sentences as they would be punctuated if they were spoken 
without feeling. 



24 CELEBRATING FIRE PREVENTION DAY 

Tell what kind each sentence is in the following : 

The Sampson Self- Working Fire Escape will lower you to the 
ground at a uniform and safe rate. It is not necessary to hold 
on to the loose end of the cable. The fire escape is fireproof. 
The cable has a steel core. It will sustain more than 2000 
pounds. Is such a cable likely to break ? 

Remember : A declarative sentence states a fact or gives a 

command. It is followed by a period. 
An interrogative sentence asks a question. It is followed 

by an interrogation point. 
Any sentence becomes exclamatory when it is expressed 

with strong emotion. 

Writing a Paragraph : Directions. Discuss in class (/) how 
to sound a fire alarm and (2) how to go through a fire drill. 

Choose one of these topics and write a paragraph, giving 
complete directions. 

25. A Pronunciation Drill. The following words give im- 
portant vowel sounds. Sound them in order, (/) as words, 
and (2) as vowel sounds : 

fool flow fat fur fate fit fire 

foot flaw father flush fell feet fog 

A Talk to the Class. Hold up your fire poster for the class 
to see. Tell what you have tried to show in it. Explain 
ways to prevent or to fight fire. 

The teacher will keep the names of pupils who cannot be 
heard in the back of the room. 

26. The Form of a Business Letter. How does the business 
letter on page 25 differ in form from the friendly letter on 
page 7 ? Copy the letter on the board from dictation. Dis- 
cuss its form and contents. 



THE BUSINESS LETTER 



25 



14 Wall Street 

New York, N. Y. 
October 9, 1921 

Mr. Thomas Smith 

Superintendent of Schools 
Latona, Iowa 

Dear Sir : 

Are you acquainted with the following 
facts? 

1. The United States has the greatest fire 
loss of any country in the world. 

2. At least 15,000 people were killed by 
fire in a recent year. 

3 . A fire occurs on an average every minute 
during each twenty-four hour day. 

4. Property valued at $317,014,385 was de- 
stroyed by fire in a recent year. 

5. If the buildings burned in one year 
could be set on one street,they would form an 
avenue from Chicago to New York. 

As this enormous waste by fire is largely 
due to carelessness, we think that the boys 
and girls in school should make it their busi- 
ness to spread fire prevention ideas. 

What can your schools do ? Let each class 
make a separate report. 

Very truly yours, 
Harold Brown 



Heading 



Place 



Date 



■ Name and ad- 

dress of person 
to whom letter 
is sent 

■ Salutation 

Body of the letter 



Complimentary 

close 
Signature 



A business letter consists of six parts : heading, name and 
address, salutation, body, complimentary close, and signature. 
It differs from a friendly letter in putting above the salutation 



26 CELEBRATING FIRE PREVENTION DAY 

the name and the address of the person to whom the letter is 
sent. 

For a letter written to a business firm or to a person with 
whom you are unacquainted, the salutation should be : 

Dear Sir : I Gentlemen : [ Dear Madam : 
Dear Sirs : | Ladies : | My dear Sir : 

The complimentary close should be " Yours truly," or 
" Yours very truly," or " Very truly yours," for business 
letters ; and " Respectfully yours " for official letters. It 
should be followed by a comma. 

Yours truly, Respectfully yours, Very truly yours, 

Truly yours, | Yours very truly, 

The signature should be written in full. A girl should put 
the title Miss, written in parenthesis, in front of her name 
to show how she should be addressed in the reply. 

(Miss) Mary Ellen Gray 

A business letter is written on a large sheet of paper, 
which is folded and inserted in the envelope in the following 
way: 




Remember : A business letter consists of six parts. 

The name and the address of the receiver should be written 
above the salutation. 



INDEPENDENT ELEMENTS 27 

Writing a Letter. Write a business letter to the chief of 
the fire house, at the nearest location. Ask his permission 
to visit the fire house with your teacher after school. 

Make an envelope and address it. The best letter will be 
delivered. 

27. Independent Elements. You have learned that e very- 
sentence consists of two main parts : 

Complete subject Complete predicate 

The greatest cause of fire | is gross carelessness. 

We sometimes find in a sentence words that are not really 
a part of it. These are called independent elements. Try to 
find them in the following : 

1. Yes, mice will carry away matches. 

2. No, we never keep gasoline near fire. 

3. Morris, can you light the lamp ? 

4. Alas ! the house was burned to the ground. 

5. There are many causes of fire. 

6. It is dangerous to play with fire. 

The first word in each sentence is an independent element, 
for it belongs to neither subject nor predicate, but rather to 
the whole sentence. 

" Yes " and " No " are independent elements because they 
stand for affirmation and denial of the whole sentence. Each 
word is set off by a comma. 

The word " Morris " is an independent element because it 
is a name of address. It is set off by a comma. 

" Alas " is an independent element because it expresses 
feeling caused by the whole sentence. It is an interjection 
and is followed by an exclamation mark. 



28 CELEBRATING FIRE PREVENTION DAY 

The word " there " may be used in two ways : either for a 
place or simply as an introductory word to the whole sentence. 
When it is introductory it is called an introductory expletive 
and is an independent element. In the fifth sentence 
on page 27 "there" is an expletive. It often begins the 
sentence. 

Place. I laid the book there. 

Introductory expletive. There are two men here. 

" It " is also used as an introductory expletive. It should 
not be confused with the pronoun "it." 

Remember : There are different kinds of independent ele- 
ments. Learn to use them right. 

1. Yes and no are set off by commas. 

2. Names of address are set off by commas. 

3. Interjections are of ten followed by exclamation marks. 

4. The introductory expletives there and it are usually 
placed first. 

Sentence Building. Write two sentences to illustrate each 
of the different independent elements. Underline the inde- 
pendent elements. 

Put a straight line under the subject substantive and a 
waved line under the predicate verb in each sentence. Put 
a vertical line between the complete subject and the complete 
predicate. 

A Visit to a Fire House. Outside of school go with your 
classmates to visit a fire house. Find out how the firemen 
fight fire. Ask them what are the greatest causes of fire in 
your community. 



WRITING A REPORT 



29 



28. Writing a Report. In class outline on the board a 
report under two topics : I. How the firemen fight fire, 
II. Fires in your community this year. Each pupil should offer 
suggestions. Then write up the report in two paragraphs. 

Criticize the report, considering the questions at the bottom 
of page 17. Make a correct copy. The best report will be 
sent to the chief of the fire house. 

29. Picture Study and Discussion. In the picture on this 
page we see a policeman bringing five great causes of fire into 
court for punishment. If you were the judge, to which one 
would you give the heaviest sentence ? 

The coal-oil lamp, gasoline, matches, cotton waste, and 
a lighted cigarette are brought up for trial as if they were 
guilty of arson, or malicious setting on fire. Talk about how 
fires occur from these fire bugs. 




3 o CELEBRATING FIRE PREVENTION DAY 

Which of them might find a lawyer to defend him? Pre- 
tend that you are the lawyer. What would you say ? 

Making an Outline. In class make a blackboard outline 
for each fire bug, including good and bad points for 
each. 

Oil Lamp I Matches I Cotton Litter 
Gasoline | Lighted Cigarette 

30. An Enunciation Drill. Practice with full tone ; 

(1) Fire ! Fire ! (2) Hello ! (3) Forward ! March ! (4) Halt ! 
(5) Attention ! 

A Talk to the Class : A Mock Trial. You will now try 
these fire bugs to see which is most guilty. Select characters 
as follows : 

Judge I Five lawyers to prosecute I Fire bugs 

Policeman | Three lawyers to defend Witnesses 

In class act the following scene, the witnesses giving differ- 
ent instances of damage caused by one of these fire bugs : 
Oil Lamp, Gasoline, Matches, Cotton Litter, Lighted Cigarette. 

Speak out loud. 

Judge (presiding, calls the court to order) 

Policeman (bringing before judge five offenders, states why they 

are in court and asks which is worst) 
Lawyers (Eight pupils, seated on opposite sides near the judge. 

Make speeches for or against) 
Witnesses (The rest of the class tell about fires caused by these 

fire bugs) 
Judge (makes a final speech condemning the worst offender and 

sentencing him to punishment) 




E3 PROJECT 4. MAKING AN ARBOR DAY 
E5;4S PROGRAM 



31. Meaning and Structure of a Poem. In the following 
stanzas the poet says that when we plant a tree we really 
plant all the things that are made from the tree. Tell some 
of the " thousand things that we daily see." 

"What Do We Plant When We Plant the Tree?" 

1 What do we plant when we plant the tree ? 

2 We plant the ship which will cross the sea. 

3 We plant the mast to carry the sails ; 

4 We plant the planks to withstand the gales — 

5 The keel, the keelson, the beam, the knee. 

6 We plant the ship when we plant the tree. 

7 What do we plant when we plant the tree ? 

8 We plant the houses for you and me. 

9 We plant the rafters, the shingles, the floors. 

10 We plant the studding, the lath, the doors, 

11 The beams and siding, all parts that be. 

12 We plant the house when we pfant the tree. 

13 What do we plant when we plant the tree ? 

14 A thousand things that we daily see ; 

15 We plant the spire that outtowers the crag. 

16 We plant the staff for our country's flag. 

17 We plant the shade, from the hot sun free. 

18 We plant all these when we plant the tree. 

Henry Abbey* 



*From "Poems by Henry Abbey," published by D. Appleton and Company. 
BOL. ADV. EV. ENG. 4 3 1 



32 MAKING AN ARBOR DAY PROGRAM 

Look up strange words in the dictionary and be ready to 
tell to what trades they relate. Observe the part of speech 
for each. Be ready to tell for what parts of speech n., pron., 
v., adj., adv., prep., and conj. stand as abbreviations. 

Divide the class into groups of three to memorize the poem 
in relay for the program. 

Position of the Verb. Copy lines i, 2, 6, 8, 12, and 18 in the 
poem on page 31 on the board as separate sentences. Which 
of these sentences are interrogative ? Which are declarative ? 
Tell why. 

In the following sentences the italicized words are the 
predicate verbs : 

1. We do plant the tree. 

2. We plant the tree. 

When a verb consists of more than one word it is called a 
verb phrase. 

Is the subject placed in the same position in the following 

sentences ? 

Do we plant the ship ? 
We do plant the ship. 

Here we have a question and an answer. The same words 
are used, but these are differently arranged ; for in a question 
the subject follows the verb or part of it. When a verb 
or a part of the verb precedes the subject, the order of the sen- 
tence is said to be inverted, or transposed. 

Find the inverted order and verb phrases in the poem on 
page 31. 

Remember : An interrogative sentence is inverted or trans- 
posed, having the subject after the verb or between the parts 
of the verb phrase. 
A verb of more than one word is called a verb phrase. 



ANALYSIS 33 

Analysis. The separation of a sentence into the parts 
which form it is called analysis. We analyze the sentence, 
" A tree grows in the ground," by telling the following : 

i. Kind of sentence. Declarative sentence 

2. Complete subject. A tree 

3. Subject substantive. tree 

4. Complete predicate. grows in the ground 

5. Predicate verb. grows 

When we give the analysis orally, we say : 

"The sentence, A tree grows in the ground, is a declarative sentence 
because it states a fact. The complete subject is A tree because it 
is the whole idea talked about. The subject substantive is tree, 
because that is the chief thing talked about. The complete predi- 
cate is grows in the ground because that is what is said about the 
subject. The predicate verb is grows, because that is the chief idea 
in the predicate, or the verb." 

Analyze the sentences in the selection on page 24. 
32. Correct Use of Nouns and Pronouns as Subjects and 
Objects. What is talked about in the following sentences ? 

1. A tree has a single stem coming from the ground. 

. 2. A tree has three parts — roots, trunk, and top or crown. 

3. The roots hold the tree in place. 

4. They seek water and food in the earth for the tree. 

5. The leaves absorb a gas from the air for the tree. 

6. A tree has many leaves and twigs to breathe through. 

7. In the leaves a tree has veins with sap in them. 

8. A tree has rings in the stump that tell how old the tree is. 

Frequently a subject substantive and a predicate verb, like 
" We plant," need something to complete the meaning ; as, 
" We plant trees." The word " trees " answers the question, 



34 



MAKING AN ARBOR DAY PROGRAM 



" What? " — " We plant what? " The verb " plant " is an 
action word. The word that receives the action is " trees." 
Such a word is called a direct object. 



Subject substantive 


Predicate verb 


Direct object 


(doer) 


(action word) 


(thing or person acted 
on by doer) 


i. girl 


plants 


tree 


2. boy 


builds 


boat 


3- I 


saw 


him 


4. he 


saw 


me 



Which subject substantives are nouns? Which are pro- 
nouns? Which objects are nouns? Which objects are pro-, 
nouns ? Observe that the form of the pronouns when used as 
subjects differs from the form when used as objects (/, me; lie, 
him), but that the form of the nouns is the same for both uses. 
This change in the form of a noun or a pronoun to show a 
different use in the sentence is called case. The subject of a 
verb is in the nominative case, and the direct object of a verb 
is in the accusative case. 

who 

whom 

Find the objects in the sentences at the foot of page $$. 
Find the nouns used after prepositions. Some verbs and all 
prepositions have objects. The object of a preposition is 
in the accusative case. 

Tom climbed a tree in the orchard. 

" Tree " is direct object of " climbed " ; and " orchard " 
is object of the preposition "in." 

Remember : Pronouns have different forms for the subject 
and the object, but nouns have the same form. 



Nominative. 1 


I 


he 


she 


we 


they 


Accusative. \ 


me 


him 


her 


us 


them 1 



DESCRIPTION OF A TREE 35 

An Exercise. Copy the eight sentences on page 33, chang- 
ing each to the form it would have if the tree were speaking. 
Begin with " I have a single stem," instead of " The tree 
has." Use " I " or " me " wherever " a tree " or " the tree " 
is used. Change the verb from " has " to " have " and " is " 
to " am " to suit the pronoun as a subject. 

Writing a Letter. Out of class imagine that you are a tree 
and write a description of yourself in a letter to the class. 
Choose as an appropriate heading some place where many 
trees grow. What might your salutation be ? Think of one 
that will be appropriate for the class. 

33. A Breathing Game. The sound of 00 helps to open 
the throat. Repeat 00 — oh — ah as often as you can in one 
breath. 

A Talk to the Class. Describe the finest tree in your com- 
munity. Describe its size, shape, bark, leaves, fruit, etc. 
Do not tell where it is, but see whether the class can recog- 
nize it. 

A committee will sit in the back of the room and keep a 
record of the speakers who look straight at the audience. 

At the end of the period vote for the most popular tree. 
Copy the name of the tree on the board. Try to find the best 
specimens of trees of that kind in your community. 

34. Writing a Description. Outline the various things 
you can say about the most popular tree in your community. 
Arrange these points under I. Beginning, II. Middle, and 
III. End. Write your description as one paragraph. 

Exchange papers in class and correct them from the ques- 
tions on page 17. 

The two best descriptions will foe read for the Arbor Day 
program. 



36 MAKING AN ARBOR DAY PROGRAM 

35. The Use of Capitals. Tell how capitals help us to 
get the meanings more easily in the following fable : 

A wide-spreading Apple-tree stood in full bloom, and behind 
it a straight Fir raised its dark and tapering head. "Look at 
the thousands of gay blossoms which cover me everywhere," 
said the Apple-tree. "What have you to show in comparison? 
Dark green needles!" The Fir replied, "That is true. But 
when winter comes, you will be bared of your glory. Then 

1 shall be as I am now." 

When something without life 'is regarded as being alive (or 
speaking) it is spoken of as personified. A personified word 
is written with a capital. Observe how quotation marks 
set off the actual speeches. 

A Critical Exercise. Study the rules in the chart on page 

37 and correct the following, giving the rule for each change. 
Copy by dictation. 

Some Big Trees 
1 some of the trees in California are four thousand years old. 

2 they were growing before our revolutionary war, before the 
middle ages, and even before the catholic religion began. 

3 one can imagine such a mighty tree saying, "behold me, o 
people, for i am older than the romans. 4 i am older than 
socrates or abraham. 5 god alone has watched me grow." 

6 we have some famous historic trees in america, particularly 
in the east. 7 long before the declaration of independence was 
signed william penn smoked the pipe of peace with the indians 
under penn's treaty tree. 8 long before the republican and 
democratic parties came into existence, before we celebrated 
the fourth of July, a majestic elm in Cambridge was made 
famous by Washington. 9 do you wonder that the poet wrote : 
10 woodman, spare that tree ! 
touch not a single bough 1 



WAYS OF COMPLETING THE VERB 37 



Rules for Capitals 
Begin with a capital (or capitals) : 

1. A line of poetry. (See the poem, page 2) 

2. A sentence. (See the fable, page 36) 

3. A quotation. (See the fable, page 36) 

4. The parts of a letter. (See pages 7 and 14) 

5. The chief words of a title. (See page 31) 

6. / and 0. (I go away, O people.) 

7. Names of persons and places. (John, Troy) 

8. Names of the days, the months, and holidays. (Tuesday, 

March, Easter) 

9. Proper adjectives. (American) 

10. Names for the Deity. (God) 

11. Names of epochs, or periods of time. (Dark Ages) 

12. Names of great events. (French Revolution) 

13. Names of documents. (Constitution) 

14. Names of political parties, religious denominations, 

and other organizations. (Democrats, Baptists, 
Y. M. C. A.) 

15. Names North, South, East, and West as sections of the 

country. (Trouble began in the West.) 

16. A personified word. (Hear, O Tortoise.) 



36. How the Verb Asserts. Some verbs make complete 
sense with the subject alone (" Birds fly "), but most verbs 
need some other word to complete their meaning. 



Incomplete 

1. The man has . . . (what?) 

2. The tree is . . . (what?) . 

3. It was . . . (who?) . . . # 

4. The tree is . . . (what ?) . 



Complete 

The man has a, farm. (Com- 
pleted by a noun) 
The tree is a maple. (Noun) 
It was I. (Pronoun) 
The tree is tall. (Adjective) 



38 



MAKING AN ARE OR DAY PROGRAM 



Subject | verb { 



In the second and third sentences near the foot of page 37 
the verb links to the subject a substantive meaning the same 
as the subject; and in the fourth sentence the verb links to 
the subject an adjective describing it. Such verbs are called 
linking verbs. 

Pronouns following linking verbs are always in the nomina- 
tive case ; as, " It is /," " It was we." 

1. Completed by noun or pronoun as direct object 
(accusative case) 

2. Completed by noun or pronoun meaning same as 
subject (nominative case) 

3. Completed by adjective describing subject (predi- 
cate adjective) 

The most common linking verbs are the forms of to be : 
am was shall be had been can be might be I were being 
is were have been should be could be must be shall have been 
are will be has been would be may be are being | will have been 

Remember : After a linking verb (am, is, was, etc.), the 
nominative case of the pronoun is used. 

Sentence Building. Write the following sentences, filling in 
the blanks with the different words in parenthesis. Pronouns 
used as direct objects are in the accusative case, but pronouns 
meaning the same as the subject are in the nominative case. 

1. The people saw . (me, her, him, us, them, you, the man) 

2. The tree is . (a maple, an oak, a chestnut) 

3. It was . (a forester, I, Mary, she) 

4. The flower is . (pink, fresh, pretty, faded) 

5. see the rainbow. (I, We, They, You, The men) 

6. sees the tree. (He, She, It, The man) 

Recognizing Parts of Sentences. In the sentences on page 
39 find : (/) direct objects ; (2) objects of prepositions ; 



RECOGNIZING PARTS OF SENTENCES 39 

(3) linking verbs; (4) adjectives, nouns, and pronouns 
completing predicates and referring to the subjects. 

1. The early settlers were our first lumbermen. 

2. Some trees have diseases. 

3. Forests were valuable in building railroads. 

4. Squirrels and chipmunks eat the nuts of trees. 

5. Caterpillars of butterflies and moths eat the leaves of trees. 

6. Hunters and trappers explored the wild wood. 

7. Birds carry the seeds of trees to other places. 

8. Furniture is made from the wood of the tree. 

9. Harmful insects bore into the trees. 

10. The first settlers got shelter and warmth from the forests. 

11. Only the best trees live to a good old age. 

12. Men trapped the fur-bearing animals of the forests for their skins. 

13. The Indians were wise in the ways of the woods. 

14. Forests protect wild birds and animals. 

15. Forest fires kill thousands of trees in this country. 

16. The log cabins of the pioneers had few comforts. 

17. The shade in the forest is great. 

18. Many forests are wasted by indiscriminate cutting of the trees. 

19. The first white settlers in America found forests everywhere. 

20. The large trees protect the small trees. 

21. Wind and snow may hurt the trees. 

22. Lumbering, paper-making, tanning, and other industries de- 

pend upon the forest. 

23. A seedling is a tree not yet three feet tall. 

24. They marked the trail by chopping pieces of bark from the trees. 

25. The chestnut blight kills many chestnut trees. 

26. Some trees in the forest have been growing for a long time. 

27. The forest has many foes. 

28. Products of the forests are worth millions of dollars a year. 

29. A sapling is a young tree. 

30. Small settlements sprang up around the trading posts. 



4° 



MAKING AN ARBOR DAY PROGRAM 



37. Unity or Sticking to the Subject. In the following 
selection each sentence contributes some thought to the topic, 
as outlined on the right. Observe how each sentence does this. 
When all the sentences stick to the topic we say there is unity. 



Description of a Tree 

1 The white pine is one of the most valuable 
trees in the forests of America. 2 It is a giant 
of a tree, often a hundred and fifty feet high. 
3 The trunk is large and very straight, and the 
lowest branches are far above the ground. 

4 The white pine's leaves or needles grow 
in clusters of five. 5 They are of a blue-green 
color, straight and slender. 6 Each needle is 
three-sided, with a small, blunt point at the 
end, and may be from a single inch to more than 
a foot long. 

7 The tree's fruit is a cone, which ripens in 
the summer of the second season, and falls 
from the tree during the winter or spring. 
8 It is green, from four to eight inches long, 
and covered with loose scales. 9 The pine has 
very small winged seeds, which the winds carry 
far from the mother tree when the cone finally 
opens to let them out. 

10 On the young trees the bark is smooth and 
green, turning to a dark gray as the tree grows 
older. n The bark on the trunks of large trees 
is broken up by long, deep furrows. 

12 The pine's wood is light and soft. 13 Much 
of it is used as lumber for building our homes, 
for the woodwork inside, and in making furni- 
ture and desks, pianos, and organs. 14 It is 
even used for the frame of airships. 

Doerance : The Story of the Forest 



I. Beginning 

A. Size 

B. General 

shape 


II. Middle (Details) 
A. Leaves 

1. Color 

2. Shape 

3. Size 


B 


Fruit 

1. Cone 

2. Time of 




ripening 

3. Color 

4. Size 

5. Seeds 


C 


Bark 

1. Young trees 

2. Older trees 

3. Large trees 


III. 

A 


End (Use) 
Lumber 

1. Homes 

2. Furniture 

3. Pianos 

4. Airships 



UNITY IN A PARAGRAPH 



41 




Writing Class Paragraphs. The sentences on page 39 deal 
with four topics : (z) Foes of the Forest ; (2) Uses of the 
Forest ; (j) The Forest in Colonial Days ; and {4) Descrip- 
tion of a Forest. There is no unity because the sentences that 
deal with these four topics are mixed together. 

The class will be divided into four teams ; each team will 
(1) find the sentences that deal with one of the above topics 
and (2) copy them as a paragraph, arranging the sentences in 
the best order. 

38. Making an Outline. Using the outline of the white 
pine as a model, outline outside of class a description of a tree 
for the talk on page 42. The group of pupils selected for 
each tree should look up facts and then meet to compare their 
outlines. 

A Pronunciation Drill. Draw a checkerboard 
on the board and write in the spaces words 
which are often confused. Pronounce them up 
and down, across, and diagonally. 



cuxz. 


M* 


cn^~ 


0-oa, 


irmveii 




Can. 


COU^ 


Ctrtc* 



4 2 



MAKING AN ARBOR DAY PROGRAM 



A Talk to the Class. From the following list select the 
five trees most common to your community. Choose a leader 
for each tree. In turn, then, the leaders will select pupils 
until there are five teams of equal or nearly equal size. Each 
pupil in a team will give a description of the same tree. The 
class can see who in each team gives the best description in 
each group and which team makes the best record for its tree. 



oak 


beech 


cedar 


walnut 


chestnut 


sycamore 


elm 


pecan 


orange 


filbert 


hemlock 


eucalyptus 


fir 


birch 


spruce 


willow 


magnolia 


cottonwood 


ash 


apple 


quince 


poplar 


sequoia 


persimmon 


pine 


peach 


banana 


locust 


hickory 


butternut 


pear 


alder 


lemon 


redwood 


apricot 


grapefruit 


plum 


maple 


cherry 


dogwood 


catalpa 


tulip tree 






Reminders 










Stand erect. 










Look at your audienc 


2. 








Speak distinctly. 










Do not hurry. 










Do not us 


e too many 


and's. 





39. Writing a Letter. Write a letter to your principal. 
(7) Give an invitation to be present to hear your program. 
(2) Tell which work in this project you have enjoyed the 
most. Give your reasons. 

Make an envelope and address it. The letter that shows 
the most improvement will be sent. 

Correct Use of Words. After you have talked about the 
chart on page 43, examine each illustrative sentence and be 
ready to give others. Copy the chart on the board without 
examples, for reference. 



CORRECT USE OF WORDS 43 



1. May — permission. ("May I go?" "Yes, you may go.") 

2. Can — ability. (" Can I walk far? " " Yes, you can now.") 

, J with /, you, we, they. (" I don't," " You don't," etc.) 
I with nouns of " more than one." (" Men don't do that.") 

n ,, f with he, she, it. ("He doesn't," " She doesn't," etc.) 
4. Doesn t \ . . . .. . „ ... . , ,, , n 

[with nouns of only one. (A man doesn t. ) 

„„ \ as object of a verb. (" Whom did you see? ") 

{ as object of a preposition. (" To whom did you go? ") 



6. Me 

7. Him 

8. Her 
0. Z7s 

10. 77zem 



as object of a verb. (" The man saw me," " I saw 

him.") 
as object of a preposition. (" The man gave it to 

me.") 



A Sentence Match. Divide the class into rival teams. 
The teacher will give out the above words alternately for 
pupils to use correctly in sentences, each carefully enunciated. 
If a pupil does not use the word right, he drops out. 

40. Giving a Program. Give the following program in a 
class period. Copy the program to distribute. 

ARBOR DAY PROGRAM 
A RECITATION IN RELAY. W hat Do W e Plant (Page 31). Three pupils 
READING A LETTER. The Tree's Autobiography (Page 35) . A pupil 
TWO DESCRIPTIONS. A Tree in Our Community (Page 35). Two pupils 

A READING. Some Big Trees (Page 36) A pupil 

COMPOSITIONS. Descriptions of a Tree (Page 35). A group of pupils 
TALKS. Selected from the following : . . . . The rest of the class 



1. How birds help trees 

2. How to fight a forest fire 

3. How to rid trees of insects 

4. How to camp in a forest 

5. Things in school we get 

from trees 



6. How forests prevent floods 

7. Our great national parks 

8. Famous trees of history 

9. An adventure in a forest 

10. Things at home that we get 
from trees 



EXHIBIT OF CASES OF WRITTEN WORK The class 




PROJECT 5. PRESENTING A GOOD- 
ENGLISH PLAY 



r 



41. What Using Language Right Means. To use language 
right four things are necessary : 

1. You must have worth-while ideas about which to speak 
and write. To be worth while, ideas must be accurate (true) 
and interesting; for nobody likes to listen to a " dunce," a 
" bore," or an " exaggerator." 

2. You must have enough words to use and you must know 
their meanings. 

3. You must use the correct forms approved by educated 
people. Bad grammar at once marks the person using it as 
ignorant. 

4. You must express your ideas forcefully to command 
attention. This means that your ideas must be clearly 
stated and arranged in the best order. 

Discuss the value of the following in learning to use language 
right: observation, conversation, the dictionary, other 
reference books (as the encyclopedia), a grammar textbook, 
English classics, magazine, and criticism. With which of 
the four suggestions given above is each associated? 

For the Good-English Drive make up slogans that express 
these aims. Discuss them. Vote for one of them for the class 
slogan. 

Writing a Letter. Write a letter to some one at home, 
giving an invitation to be present for your play. 

Handwork. (1) Outside of school volunteers will prepare 
posters to exhibit on Good-English Day. 

(2) A committee of pupils will decorate the blackboard with 
slogans or drawings appropriate for Good-English Day. 




THE INDIRECT OBJECT 45 

42. Lincoln's Secret of Good Speech. Abraham 
Lincoln was never satisfied unless he knew what 
words meant. He said : 

1 As a child, I used to get irritated when anybody 
talked to me in a way I could not understand. I 
can remember going to my little bedroom, after hearing the 
neighbors talk with my father, and spending part of the night 
trying to make out the exact meaning of some of their sayings. 

2 1 could not sleep when I got on such a hunt for an idea until 
I had caught it. When I thought I had it, I was not satisfied 
until I had put it in language plain enough for any boy to com- 
prehend. This has stuck by me. I am never easy now when I 
am handling a thought, till I have bounded it north and bounded 
it south and bounded it east and bounded it west. 

Abraham Lincoln {Adapted) 

After he knew the meanings of words, he experimented with 
sentences until they expressed just what he wanted to say. 

Remember : 1. Increase your vocabulary. 

2. Practice arranging words efectively in sentences. 

The Indirect Object. Observe the following sentences : 

1. He gave a book. 2. He gave me a book. 

The words " me " and " book " are both objects, but they 
are different kinds of objects. The word " me " answers the 
question " To whom " and stands for the receiver of the 
object ("book"), not the receiver of the action. This is 
called the indirect object. It is in the dative case. The dative 
and accusative cases have the same form. 

The direct object answers the question "What?" or 
"Whom?" The indirect object answers the question "To 
whom? " or " For whom? " 



46 



PRESENTING A GOOD-ENGLISH PLAY 



Right 
He gave him and me the book. 
He gave John and me the book. 



Wrong 
He gave him and "I" the book. 
He gave John and " I " the book. 



When two pronouns or a noun and a pronoun are used 
together as indirect objects, test them by repeating each sepa- 
rately in the sentence. You would not say, "He gave I." 

In speaking of yourself and some one else, it is polite to mention 
yourself last; as, "John and me" (not "me and John"). 

Remember : Use the accusative forms me, him, her, us, them, 
and whom when these pronouns are indirect objects. 

Sentence Building. Fill the blanks with the correct words 
and state the reason for each choice : 

i. lent — -and the book. (I, he, me, him, John, her, us) 

2. bought and a pony. (Mary, we, us, he, him, me, I) 

3. handed -and bouquets. (Father, they, we, me, her) 

4. To — - did give the book ? (who, he, Alice, whom, we, us) 

43. Good Form in Writing and Speaking. Good penman- 
ship is the first requirement of good form in writing. Always 
make all written work as neat and as legible as possible. 

The following sentences show three other important things 
that make your written work good or bad in form. Tell what 
they are. Show how to correct the wrong sentences. 

Right 
1. There were people there. 



2. Washington lived at Mount 

Vernon. 

3. Are you going home? 

4. Hurrah ! We have won ! 

5. He doesn't see you and me. 

6. Whom did you invite? 



Wrong 

There were peeple their. 
Washington lived at mount 

vernon. 
Are you going home. 
Hurrah we have won. 
He don't see you and I. 
Who did you invite ? 



A BASEBALL SPELLING MATCH 



47 



Good form means expressing your ideas as educated people 
do. In your written work it means that you (i) write legibly ; 
(2) spell correctly ; (3) use capitals and marks of punctuation 
correctly; and (4) use good grammar, or have your words 
in the right form for their use in the sentence. 

In giving a talk to the class, good form means that you 
(1) stand well ; (2) enunciate clearly ; (3) pronounce each 
word correctly ; and (4) use good grammar. 

A Baseball Spelling Match. Divide the class into rival 
teams and play a baseball game with the following Spelling 
Demons : 



two 


hour 


wear 


seems 


raise 


writing 


too 


busy 


read 


ready 


shoes 


country 


any 


dear 


said 


forty 


wrote 


Tuesday 


buy 


says 


which 


among 


truly 


trouble 


many 


just 


their 


built 


sugar 


whether 


some 


knew 


there 


color 


friend 


believe 


been 


laid 


don't 


guests 


always 


grammar 


used 


tear 


meant 


tired 


answer 


instead ' 


done 


much 


since 


early 


making 


through 


hear 


blue 


where 


every 


having 


to-night 


here 


easy 


women 


break 


doctor 


separate 


does 


they 


write 


again 


choose 


business 


once 


half 


heard 


often 


minute 


February 


sure 


very 


would 


whole 


though 


straight 


lose 


none 


can't 


won't 


coming 


Wednesday 


know 


week 


loose 


cough 


hoarse 


beginning 




ache 


could 


piece 


enough 





Imagine the classroom to be a baseball diamond, with one 
corner the " plate " and the other corners the three bases. 
The teacher acts as pitcher and referee. A pupil goes to the 
corner of the room designated as " plate." The teacher 



BOL. ADV. EV. ENG. 



48 PRESENTING A GOOD-ENGLISH PLAY 

pronounces three words. If the pupil spells each correctly he 
makes a " hit " and goes to the corner known as " first base." 
Each succeeding player who makes a " hit " advances him a 
base until he scores a run for his side. When a player fails 
to spell the three words correctly, he is " out." There are 
three " outs " to a side and nine innings. 

44. Writing a Paragraph. There are nine " First Aids 
in English " ready to come at your command : 



1. Observation 


4. A Dictionary 


7. An English Classic 


2. Conversation 


5. A Magazine 


8. An Encyclopedia 


3. Criticism 


6. A Newspaper 


9. A Grammar Textbook 



Which of these aid you in getting ideas ? which, in express- 
ing them correctly? which, in improving your writing? 

Divide the " First Aids " among the class, several pupils 
serving as a committee for each " Aid." Imagine that each 
" First Aid " is a person speaking a part in a pageant ; as, 

I am Observation. I am . . . (Give definition) ... I help 
students by . . (Tell how) . . I should be treated . . (How) 

Make an outline and write the paragraph in class. Then 
let the various committees sit together and compare composi- 
tions to see who had the best ideas. 

45. A Pronunciation Drill. Do not sound em as " ren." 

northern southern eastern western lantern 

A Talk to the Class. Choose one of the following subjects. 
Think about it carefully beforehand. Make an outline of 
what you want to say : 



1 . A Poster for Good-English 

Day. 

2. Mistakes I hear at school. 



3. How to celebrate Good-English 

Day. 

4. How I can improve my English. 



FORMS OF THE VERB 



49 



46. Forms of the Verb. Each verb has certain forms, 
which are used with pronouns and nouns : 



(a) I see we see 
you see you see 
he, she, it sees they see 
man sees men see 

(b) I saw we saw 
you saw you saw 
he, she, it saw they saw 
man saw men saw 



(c) I have seen 
you have seen 
he, she, it has seen 
man has seen 

(d) I had seen 
you had seen 

he, she, it had seen 
man had seen 



we have seen 
you have seen 
they have seen 
men have seen 

we had seen 
you had seen 
they had seen 
men had seen 



The following forms of verbs should be memorized : 

1. am, is, was, were, has been, have been 

2. attack, attacks, attacked, has attacked, have attacked 

3. blow, blows, blew, has blown, have blown 

4. break, breaks, broke, has broken, have broken 

5. choose, chooses, chose, has chosen, have chosen 

6. climb, climbs, climbed, has climbed, had climbed 

7. come, comes, came, has come, have come 

8. do, does, did, has done, have done 

9. drown, drowns, drowned, has drowned, have drowned 

10. freeze, freezes, froze, has frozen, have frozen 

11. go, goes, went, has gone, have gone 

12. lead, leads, led, has led, have led 

13. lie, lies, lay, has lain, have lain (recline) 

14. rise, rises, rose, has risen, have risen 

15. see, sees, saw, has seen, have seen 

16. shake, shakes, shook, has shaken, have shaken 

17. sing, sings, sang, has sung, have sung 

18. sit, sits, sat, has sat, have sat 

19. speak, speaks, spoke, has spoken, have spoken 

20. throw, throws, threw, has thrown, have thrown 



50 PRESENTING A GOOD-ENGLISH PLAY 

The verb forms on page 49 will guide you in using certain 
difficult verbs correctly. If you know them you will say, "I 
saw" (not "I seen") and "I did" (not "I done "), for the list 
shows that " seen " and " done " are not used alone as verbs. 

Remember : Do not confuse verb forms. 

Baseball Sentence Match. The teacher will give the first 
verb form and the pupil " at bat " will give three sentences 
using other forms of the verb. (See page 47.) 

47. Correct Use of Punctuation. The chart on page 51 
is a summary of rules of punctuation that you have learned. 

Words that designate one are called singular ; those which 
designate more than one, plural. In singular nouns possession 
is shown by adding 's ; as, " boy's hat." In plural nouns that 
end in s possession is shown by adding only the apostrophe ; 
as, " the boys' hats." In plural nouns that do not end in 5 
possession is shown by adding 's; as, " the children's hats." 
Nouns that denote possession are in the genitive case. 

Explain the punctuation in the selections on page 36 and 
in the six numbered sentences on page 27. 

Conversation. Talk about faults of the class as seen on 
compositions or heard in school : 

In Writing : Penmanship, Spelling, Punctuation, Grammar. 
In Speaking : Posture, Enunciation, Pronunciation, Grammar. 

Write the correct forms on the board. 

Writing a Letter. Outside of class write a business letter 
to your superintendent of schools. Tell him (/) how you play 
a Baseball Spelling Match and (2) the results of the Baseball 
Matches (pages 47 and 50). See the model on page 25. 

Make an envelope and address it. The best letter will be 
sent. 



CORRECT USE OF PUNCTUATION 51 

Rules of Punctuation 

Period 

(1) At the end of a sentence. (The top spins.) 

(2) After initials. (Henry T. Gray) 

(3) After abbreviations. (Boston, Mass.) 

Interrogation Point 

(4) After an interrogative sentence. (Who are you ?) 

Hyphen 

(5) In dividing a word at the end of a line. 

(6) In compound words, (wide-spreading) 

Apostrophe 

(7) In contractions, (can't, it's, doesn't) 

(8) In singular possession of nouns, (boy's hat ; child's hat) 
(p) In plural possession of nouns, (boys' hats ; children's hats) 

Exclamation Mark 

(10) After interjections, (pshaw ! horrors ! mercy !) 

(11) After sentences that express feeling. (Alas, he's dead !) 

Quotation Marks 

(12) Before and after a person's exact words. ("Give me 

liberty or give me death," said Patrick Henry.) 

(13) With titles of books or selections. ("Little Women ") 

Colon 

(14) After the salutation of a letter. (Dear Sir :) 

Comma 

(15) With yes and no. (Yes, it was I. No, I can't.) 

(16) With words of address. (Ned, can you go?) 

(77) In a series. (They had red, white, and blue bunting.) 
{18) In letters. (York, Pa., Yours truly, Nov. 10, 1921) 

(19) In a divided quotation. ("No," said he, "I can't.") 

(20) Before a short quotation. (He said, "Go home.") 



52 PRESENTING A GOOD-ENGLISH PLAY 

48. Modifiers. " To modify " is " to change " in some 
way. In a sentence the subject substantive, the predicate 
verb, and the words that complete the predicate may all be 
modified. How are the following subject substantive and 
predicate verb modified? 



1. Boy 


wins 


race 


2. The boy 


wins 


the race 


3. The fast boy 


quickly wins 


the race 



In the second sentence " boy " and " race " are modified 
by the adjective " the," often called the definite article. 
" A " is called the indefinite article. Can you tell why? 

In the third sentence the noun " boy " is further modified 
by the adjective " fast." The verb " wins " is modified by 
the adverb " quickly," telling how. 

Find the modifiers on page 39. Tell what kind each is. 
Give the word it modifies. 

Remember : Modifiers may be adjectives or adverbs. 
Adjectives modify nouns and pronouns. 
Adverbs modify verbs, adjectives, or other adverbs. 

Analysis. Turn to page ^ and review the form for analysis. 
Then (/) analyze the following sentences. (2) Point out the 
modifiers, (j) Tell what kind each is. 

1. The English club meets weekly. 

2. Each member of the club gives a talk. 

3. Our class has selected a good slogan. 

4. Have you a slogan for your club ? 

5. Choose a good name for the club. 

6. Have you elected a chairman for the club ? 

7. The teacher appoints a different chairman for each meeting. 



PLANNING A PLAY 53 

A Square Deal to Words. Every word deserves fair 
treatment : ' 

(7) Right spelling 

(2) Right pronunciation 

(3) Right definition 

(4) Right use with other words in the sentence 

(5) Use of it rather than use of slang 

Slang is to be avoided particularly because it prevents you 
from using words in good standing. 

Remember : Avoid the use of slang. 

49. Planning a Play. Imagine that Young America (a boy 
or a girl) falls ill. Columbia, his guardian, calls in Uncle Sam 
as doctor. Uncle Sam finds out the various symptoms and 
states that Young America is ill from Bad English. He 
tells Columbia what the bad symptoms are (see mistakes of 
the class on page 50). Then he summons nine First Aids to 
come to the assistance of the sick one. Thus summoned, the 
First Aids appear, and each in turn tells how she will help 
Young America. (These speeches you made on page 48.) 

Uncle Sam commands Young America to heed the advice 
of each First Aid. Young America^ gives Uncle Sam his 
pledge (Language Pledge, page xviii) that he will get well. 

Composing Speeches in a Play. Divide the class into com- 
mittees to compose the play in relay, each committee taking a 
certain part in the outline on page 54. 

Write the best speeches on the board from dictation. Prac- 
tice enunciating the speeches on the board. 

50. Presenting a Play : Talks. Practice the following play 
with different pupils each time. Perhaps your class can play 
it for the school to see. 



54 



PRESENTING A GOOD- ENGLISH PLAY 



Encyclopedia 
English Classic 
Grammar Text 



First Aids to Young America 
Characters 
Uncle Sam Observation I Magazine 

Columbia Conversation Newspaper 

Young America Criticism | Dictionary 

Five Boy Scouts Five Girl Scouts 

(Young America ill, Columbia bends over him.) 
Columbia {calling). Uncle Sam ! Uncle Sam ! 
{Enter Uncle Sam.) 

Uncle Sam {examining patient) . . . (States what illness is) . . . (Tells 
symptoms) . . . (Calls First Aids to help) . . . 

{Enter nine First Aids, who pause in front of Columbia 
and Young America and speak in turn.) 
Observation. I am . . . (Gives definition) ... I will help you . . . 

(Tells how) ... I should be treated . . . (How, see page 48) . . . 

Conversation (Same, page 48) 

Newspaper (Same, page 48) 

Magazine (Same, page 48) 

Dictionary (Same, page 48) 

Encyclopedia (Same, page 48) 

English Classic. . . . (Same, page 48) 

Grammar Text (Same, page 48) 

Criticism (Same, page 48) 

UNCLE Sam. . . (Commands Young America to heed this advice) 

COLUMBIA (Pleads for Young America to heed) . . . 

Young America {rising part way from sick position) . . . (Says he 
feels better already and gives Language Pledge, page xviii.) 

{Enter five Boy Scouts and jive Girl Scouts, who form a 
semicircle around the group. As Uncle Sam raises a flag 
over Young America, the Boy Scouts recite in relay 
"Union and Liberty''' and a different Girl Scout gives 
the chorus for each stanza. Tableau.) E. M. B. 






FIRST AIDS TO YOUNG AMERICA " 55 






PROJECT 6. MAKING BOOKLETS OF 
GAMES 



51. Rival Teams for Making Booklets. The teacher will 
appoint two pupils to act as captains. Each captain will 
choose a pupil alternately until the class is divided into rival 
teams. The best work of each team in this project will be 
made into a booklet, to be exhibited later. 

Later when the booklets are exhibited, the class will vote 
for the better one. This may be presented to the principal 
to show to visitors who are interested in seeing how well you 
can write. 

Each team will call for a volunteer to make a poster an- 
nouncing to the school that booklets of games being prepared 
by the class will be exhibited later. On the poster may be 
given a challenge to others in the school to play one of the 
games in the booklet. 

Making a Class Song. When you take a song or a poem 
and compose other words for it, you make a parody. Select 
a well-known song in class. A pupil will copy the stanzas 
on the board to use as a model. 

Make up a song about your class, composing it line by line. 
Talk about things you could say about the right spirit in 
playing games. Choose words that could be sung to the tune 
of the song that you have chosen. 

Notice which lines have the same sounds at the ends of the 
lines ; as, " sea," " me." These words are said to rime. 
You should make the lines of your song rime. 

Write on the board the lines the class select as best of 
those suggested by different pupils. 

Write the song, or parody, from dictation. The best written 
one from each team will be selected for the booklet of games. 
56 



USE OF THE COLON 57 

52. Writing a Letter. Write a business letter to a sporting 
goods firm, asking for a catalogue. Address an envelope. 

Use of the Colon. Where is the colon used in the following 
selection ? / 

1 Playground Baseball or Indoor Baseball differs from ordinary 
baseball in the four following ways : (/) A big soft ball is used ; 

(2) because this soft ball cannot be batted far, a small diamond 
— not over twenty-seven feet between bases — is laid out ; 

(3) the pitcher must serve the ball underhand — that is, it must 
be tossed instead of thrown; (4) a base runner may not "lead 
off" his base, but must keep one foot on it until he runs for the 
next base. 

2 Some people, girls especially, like to play this game without 
a ball bat — the batter striking the ball with his open palm 
For this a volley ball may be used. 

Charles Frederick Weller in The Playground 

When several particulars are introduced formally the colon 
is used before them, usually in connection with " as follows " 
or " the following." 

How does Playground Baseball differ from the games given 
under the following talk? Discuss how each game is played. 

Remember : Use the colon to introduce formal particulars. 

53.. A Pronunciation Drill. Do not sound silent h : 

heir honor honest heirloom honorary 

hour hourly heiress honesty honorable 

A Talk to the Class. Outline (1) who play, (2) kind of 
field, and (3) procedure of the game. The teacher will divide 
each team into five committees, and apportion the following 
games among them. Each pupil will speak. 

baseball tennis volley ball basketball football 



58 MAKING BOOKLETS OF GAMES 

54. Unity and Order in a Paragraph. The following notes 
were made by a girl about baseball. How could you improve 
them? 



Nine men form team 
There are nine innings 
Football field a gridiron 
Three strikes put man out 



Referee stands back of pitcher 
Team has a captain 
Baseball played on " diamond " 
Pitcher tries to put men " out " 



Criticize these: (1) for unity, or sticking to the subject, 
and (2) for arrangement, or order. What is off the subject? 
What other facts should be given to make the notes complete ? 
Under what three heads could you arrange notes about base- 
ball? 

The members of each committee will consult together and 
revise their outline made for the talk on page 57. 

Remember : Use only the ideas that deal closely with the topic. 
Arrange your ideas in good order, not just as they come 
into your head. 

Writing a Paragraph. Write a description of the game 
your committee has outlined. Draw a sketch of the field used. 
Correct your composition. 

1. Is it neat? 2. Is the handwriting good? 3. Is each para- 
graph indented and written with a margin ? 4. Are all the words 
spelled right? 5. Does each sentence give a definite thought? 
Does it begin with a capital and end with a period? 6. Do you 
follow your revised outline? 7. Can you find anything else to 
improve ? 

When you have made your composition as good as possible, 
copy it to hand in. The best composition from each committee 
will be selected for your team's booklet of games. 



KINDS OF VERBS 59 

55. Transitive, Intransitive, and Linking Verbs. According 
to the purpose they serve in the sentence verbs are: 

, . ( (a) Boys fly kites. (Noun as object) 

(1) Transitive ,„ „, ^t, ■,. ,x 
v y {(b) They saw me. (Pronoun as object) 

(2) Intransitive _ (c) Birds fly. (Verb complete) 

f ( d) Boys ore runners. (Noun same meaning as subject) 

(3) Linking I (e) It was they. (Pronoun same meaning as subject) 

[ (/) Boys are swift. (Adjective refers to subject) 

Verbs are words that assert. In a transitive verb the action 
carries over from the subject, the doer, to the direct object, 
the thing acted upon. In sentence (a) " boys " is the doer; 
" kites " are the things acted upon. The objective form of 
the pronoun (" me ") follows a transitive verb. 

The intransitive verb is a verb in which the assertion is 
complete in the verb. In sentence (c) " birds fly " needs 
nothing more — it is a complete idea. 

The word linking means " joining " or " coupHng." Ob- 
serve the three kinds of words that the linking verb joins to the 
subject. In sentence (d) it is the noun " runners." In 
sentence (e) it is the pronoun " they." In sentence (/") it is 
the adjective " swift." The subject form of the pronoun 
follows a linking verb. 

Remember : The transitive verb has as direct object a noun or 

a pronoun acted upon. This object is in the accusative 

case. 
The intransitive verb can make a complete predicate. 
The linking verb is followed by a noun or a pronoun that 

means the same as the subject, in the nominative case; or 

by an adjective that describes the subject. 



60 MAKING BOOKLETS OF GAMES 

An Exercise, (i) Find transitive, intransitive, and linking 
verbs. (2) Tell which words complete the meaning of the 
verb. (3) Analyze the sentences. See the model on page 33. 

1 . The girls of our school play basketball in the gymnasium. 

2. Tennis is a game for four people. 

3. The boys skate on the river in winter. 

4. The racket hit him on the head. 

5. The match between the two schools was very exciting. 

6. In the morning they played a game of baseball. 

7. John was the captain of the successful team. 

8. There were many girls at the last big game. 

9. The rival team made a touchdown. 

56. An Enunciation Drill. Open the mouth wider for each 
successive word : 
(7) ate, at, are, all (2) Kate, cat, car, call (3) we, wick, walk, wall 

A Talk to the Class. Divide the class into rival teams. 
Each team will divide the following games (or others played in 
your community) among its members. Tell the class how the 
games are played. 

When you give the talks, let the teams sit on opposite sides 
of the room and speak alternately. 



1. Tug of War 

2. Up Jenkins ! 

3. Hide and Seek 

4. Prisoner's Base 



5. Duck-on-the-Rock 

6. Fox and Geese 

7. Blind Man's Buff 

8. Hare and Hounds 



9. Mumble Peg 

10. Hockey 

11. Marbles 

12. Jacks 



57. Writing a Paragraph. Write your talk as a paragraph. 
The best explanation of each game will be selected for your 
team's booklet of games. 

58. How to Show Possession. In the sentences at the top 
of page 61 the italicized words show possession. What part 
of speech is each italicized word ? How do you know ? 



HOW TO SHOW POSSESSION 61 

i. This is Helen's ball, not Harry's. 

2. Hers is newer. His is torn. 

3. This is her ball. That is his ball. 

4. This is hers. That is his. 

In the first sentence two nouns show possession. As you 
learned on page 50, a noun that indicates possession is written 
with a special ending ('s), and is said to be in the genitive 
case. "Helen's" and "Harry's" are nouns in the genitive 
case. 

In the second sentence the words " hers " and " his " are 
pronouns, for " hers " stands for "Helen's ball," and " his " 
stands for " Harry's ball." Since these pronouns indicate 
possession, they are called possessive pronouns. Observe that 
they are not used with the apostrophe, as are the nouns. 

The possessive pronouns are : 

mine his ours theirs 

thine hers yours whose 

Do not confuse the word " whose " with the abbreviation 
" who's," which stands for " who is," the apostrophe being 
used in " who's " to show the omission of the letter i. 

In the third sentence the words " her " and " his " modify 
the word " ball." They are called possessive adjectives because 
they modify nouns and show possession. In the fourth sen- 
tence " hers " and "his," which stand in the predicate, also are 
called possessive adjectives. 

The possessive adjectives are : 

my his its your whose thine ours theirs 

thy her our their mine hers yours . 

A possessive adjective is always used without the apostrophe. 
Compare the possessive pronouns with the possessive 



62 



MAKING BOOKLETS OF GAMES 



adjectives. Write sentences (/) with the possessive pronouns 
and (2) with the possessive adjectives. 

Remember : Nouns use the apostrophe to indicate possession, 
but possessive pronouns and possessive adjectives do not 
use the apostrophe. 

59. Handwork and Copying. Make a cover design for the 
booklet of games, on a sheet of composition paper. 

The teacher will announce which pupils in both teams had 
the best written descriptions of the twelve games. These 
pupils will at once make copies for the booklets. 

The rest of the class will copy the following : 



Table of Contents 

The Class Song 

How Baseball is Played . . . (Name of pupil) 

How Football is Played . . . (Name of pupil) 

How Basketball is Played . . . (Name of pupil) 

How Volley Ball is Played . . (Name of pupil) 

How Tennis is Played . . . (Name of pupil) 

Twelve Other Games . (Make a List) (Names of pupils) 



Page 1 
Page 2 
Page 3 
Page 4 
Page 5 
Page 6 
Pages 7-18 



Bind the eighteen compositions, the best table of contents, 
and the best cover together to make a booklet for each team. 

60. Writing a Letter. Write a friendly letter to your 
principal, telling which team you think has made the better 
booklet, and presenting the booklets. 

Reading aloud. Each team will entertain the other in class 
by reading aloud its booklet of games. Each pupil will read 
his own compositions. 

Write on the board as an Honor Roll the names of the 
pupils who had more than one piece of work in the booklets. 



B 



PROJECT 7. MAKING BETTER- 
HEALTH POSTERS 





61. Finding Out Things for Yourself. Benjamin Franklin 
was a scientist. If he did not know a thing, he made it his 
business to find out about it. 

1 One day Franklin was eating dinner at the house 
of a friend. 2 The lady of the house, when she poured 
out the coffee, found that it was not hot. 

3 She said, "lam sorry that the coffee is cold. 4 It is 
because the servant forgot to scour the coffeepot. 
5 Coffee gets cold more quickly when the coffeepot is not bright. " 

6 This set Franklin to thinking. 7 He thought that a black 
or dull thing would cool more quickly than a white or bright one. 
8 That made him think that a black thing would take in heat 
more quickly than a white one. 

9 He wanted to find out if this were true or not. 10 There was 
nobody who knew, so there was nobody to ask. u But Franklin 
thought that he would ask the sunshine whether a black thing 
would heat more quickly than a white thing. 

12 But how could he ask the sunshine ? 

Eggleston : Stories of Great Americans 

Discuss what these four rules for good health mean : 

i. Keep clean. | 2. Keep nourished. [ 3. Keep active. | 4. Keep cheerful. 

(1) Cleanliness — body (hands, teeth, nose, eyes, hair); what 
we take into body (food, water, air) ; clothes; rooms to live in. 

(2) Nourishment and Replenishment of Waste — water ; 
kinds of food and how to eat ; sleep to repair the brain ; air 
for the lungs. 

(3) Activity or Exercise — -play; games; study; talking. 

(4) Mental Outlook or Cheerfulness — contentment; courtesy; 
helpfulness; ambition. 

BOL. ADV. EV. ENG. 6 63 



64 MAKING BETTER-HEALTH POSTERS 

You will divide into four teams to plan Better-Health 
posters to show the importance of the rules on page 63. Each 
team will take a different rule, assigned by the teacher. Each 
team will choose a captain. At the end of the project you can 
see which team has done the best work. 

Talk about where you would like to exhibit your posters 
later, in a store window or a newspaper office window. Choose 
a place. 

Writing a Letter. Write a business letter to the editor of 
the newspaper or to the merchant selected by the class. Ask 
whether you may place four Better-Health posters in his 
window on a certain date. Explain the object of the posters. 

Make an envelope. The best letter will be sent. 

62 . The Active Voice and the Passive Voice. The following 
sentences give two different ways of expressing the same idea. 
The verb deals with the act of hitting. How do the subjects 

differ? 

1. The boy hits the ball. 

2. The ball is hit by the boy. 

In the first sentence the subject " boy " is represented as 
acting upon something. The boy is doing the hitting. The 
verb " hits " therefore is in the active voice. It has a direct 
object, " ball," which is the receiver of the action. 

In the second sentence the subject " ball " is acted upon. 
The form of the verb becomes a verb phrase, " is hit," and is 
called the passive voice. The person performing the act comes 
into the sentence as the object of the preposition ; as, " by 
the boy." 

A sentence in the active voice may be changed into the 
passive voice (1) by making the object the subject, (2) by put- 
ting the doer (or subject) in the new sentence as object of the 



ACTIVE AND PASSIVE VOICE 



65 



preposition " by," and (3) by changing the verb to the corre- 
sponding verb phrase. Observe the following : 





Active Voice 






Passive Voice 




Subject 


Verb 


Object 


Subject 


Verb Phrase 


Doer 


(the doer 


(of action) 


(receiver 


(acted 




(object of 


acting) 




of action) 


upon) 




preposi- 
tion "by") 


I 


open 


a door. 


A door 


is opened 


by me. 


He 


opened 


a door. 


A door 


was opened 


by him. 


She 


has opened 


a door. 


A door 


has been opened 


by her. 


We 


had opened 


a door. 


A door 


had been opened 


by us. 


You 


will open 


a door. 


A door 


will be opened 


by you. 


I 


•will have openea 


a door. 


A door 


will have been opened by me. 



Explain the changes that take place when each of the above 
sentences is turned into the passive voice. 

Remember : Transitive verbs have voice. 

A verb is in the active voice if the subject is acting. 

A verb is in the passive voice if the subject is acted upon. 

An Exercise. Tell which voice each of the following verbs- 
is. Change each sentence to the opposite voice. 

1. Franklin saw snow on the ground. 

2. He spread a white cloth on the ground. 

3. Then a black cloth was spread on the ground by Franklin. 

4. He placed the cloths side by side. 

5. An hour later he lifted both cloths. 

6. The snow under the black cloth was melted by the heat of 
the black cloth. 

7. Franklin found snow under the white cloth. 

8. Black absorbed heat more quickly. 

9. People wear white hats in summer. 
10. People wear dark colors in winter. 



66 



MAKING BETTER-HEALTH POSTERS 



63. Making an Outline. The four teams will gather in 
class discussion all the ideas they can about : 



Keeping 
clean 



Keeping 
nourished 



3. Keeping 



4. Keeping 
cheerful 



These notes will be placed on the board at four different places 
as the class contribute them. The whole class will discuss 
each topic. 

Each team will then take the notes for its subject and criti- 
cize the ideas: (/) Do they deal with the subject? (2) Are 
they in the best order ? 

In the following outline there will be four subtopics, or para- 
graphs, for each main topic. Each team will fill in its part 
of the outline in full. On page 63 find the subtopics and details. 



I. Cleanliness 

A (first subtopic) . . 

1 (details) 

2 

3 

4 

5 

B (second subtopic) 

C (third subtopic). . 

D (fourth subtopic) 

II. Nourishment, etc 

III. Activity, etc 

IV. Mental outlook, etc 



<— Team I's composition 

< A. First paragraph 

< Details that are related 

are grouped together 

in sentences 

< B. Second paragraph 

< C. Third paragraph 

< D. Fourth paragraph 

<— Team II's composition 
<— Team Ill's composition 
<— Taam IV's composition 



Remember : Group the same sort of ideas together and mark 
them similarly. Distinguish main topics from subtopics 
and details. 
Test unity and order in the outline. 



CORRECTING PARAGRAPHS 67 

64. An Enunciation Drill. Do not allow a preceding word 
to steal the initial h sound. Pronounce carefully : 

Saw her (not " saw 'r ") Tie him (not " tie 'im ") 

See him (not " see 'im ") Be he (not " be 'e ") 

A Talk to the Class. Each team will speak from its outline 
of the following subjects (page 66) : 
1. Cleanliness | 2. Nourishment | 3. Activity | 4. Mental Outlook 

The teacher will note who gives the best talk in each team. 
Do not run sentences together with " Then-a," " So-a," 
" And-a," " These-a," etc. 

65. Writing a Paragraph. Improve your outline from 
suggestions you have heard in the talks. Write a composition 
based upon it. 

Which parts of the outline should form paragraphs ? Which 
parts belong in separate sentences? How many sentences 
should you have, therefore, in each paragraph ? 

In class exchange outlines and compositions. Then criticize 
the compositions, writing your answers to these questions on 

another sheet of paper. Use as title " 's Composition." 

Sign your criticism and hand it back with the papers. 

1. Is the handwriting good, poor, or medium? 

2. Does the number of paragraphs correspond to the number of 
topics in the outline ? Is each paragraph indented ? Is the margin 
correct ? 

3. Enlarge the periods. Does each sentence begin with a capital 
and end with a period? Does any sentence have too many ideas 
run together ? Compare with the subtopics. 

4. Is the spelling correct? 

5. Are there any mistakes in grammar? 

Rewrite your composition. 



68 MAKING BETTER-HEALTH POSTERS 

66. Comparing Poems. Compare the poems on these pages 
in (i) nationality ; (2) time of year ; (3) type of person ; and 
(4) pictures. 

The Trailing Arbutus 

1 1 wandered lonely where the pine-trees made 
Against the bitter East their barricade, 

And, guided by its sweet 
Perfume, I found, within a narrow dell, 
The trailing spring flower tinted like a shell 

Amid dry leaves and mosses at my feet. 

2 From under dead boughs, for whose loss the pines 
Moaned ceaseless overhead, the blossoming vines 

Lifted their glad surprise, 
While yet the bluebird smoothed in leafless trees 
His feathers ruffled by the chill sea-breeze, 

And snow-drifts lingered under April skies. 

3 As, pausing, o'er the lonely flower I bent, 

I thought of lives thus lowly, clogged and pent, 

Which yet find room, 
Through care and cumber, coldness and decay, 
To lend a sweetness to the ungenial day, 

And make the sad earth happier for their bloom. 

John Greenleaf Whittier 

Memorize the poem you prefer. 

67. Choosing the Right Word. To speak or write well you 
must have a variety of words from which to select. 

Arrange the words on page 69 in two groups : (z) good 
qualities and (2) bad qualities. Look up unfamiliar words 
in the dictionary. 

Divide the good and bad groups of words under four heads : 
1. Cleanliness | 2. Nourishment | 3. Activity | 4. Cheerfulness 



SENTENCE BUILDING 



69 



Blow, Blow, Thou Winter Wind 

1 Blow, blow, thou winter wind, 
Thou art not so unkind 

As man's ingratitude ; 
Thy tooth is not so keen 
Because thou art not seen, 

Although thy breath be rude. 

2 Freeze, freeze, thou bitter sky, 
Thou dost not bite so nigh 

As benefits forgot : 
Though thou the waters warp, 
Thy sting is not so sharp 

As friend remembered not. 

William Shakespeare 



Sentence Bi 


aildi 


ng : Slogans. 








1 . dirty 


19. 


dusty 


37- 


brushed 


55- 


polished 


2. quick 


20. 


joyful 


38. 


healthy 


56. 


famished 


3. sunny 


21. 


strong 


39- 


orderly 


57- 


powerful 


4. agile 


22. 


bright 


40. 


unhappy 


58. 


sparkling 


5. merry 


23- 


lively 


41. 


squalid 


59- 


unsoiled 


6. clear 


24. 


soiled 


42. 


well-fed 


60. 


assiduous 


7. happy 


25- 


hungry 


43- 


listless 


61. 


ungrateful 


8. neat 


26. 


nimble 


44. 


slothful 


62. 


brilliant 


9. glad 


27. 


gloomy 


45- 


gleeful 


63. 


well-kept 


10. weak 


28. 


sturdy 


46. 


vigorous 


64. 


cheerless 


11. idle 


29. 


untidy 


47- 


stalwart 


65- 


practical 


12. trim 


3°- 


feeble 


48. 


animated 


66. 


wholesome 


13. slow 


3i- 


robust 


49. 


muscular 


67. 


healthful 


14. gay 


32. 


smeared 


5°- 


diligent 


68. 


unhealthy 


15. lazy 


33- 


stained 


Si- 


careless 


69. 


melancholy 


16. jolly 


34- 


iU-fed 


52- 


indolent 


70. 


industrious 


17. shiny 


35- 


languid 


53- 


contented 


7i- 


indifferent 


18. useful 


36. 


joyless 


54- 


sluggish 


72. 


discontented 


Compose tv 


verve sentences 


, using the w 


ords 


selected fc 



70 MAKING BETTER-HEALTH POSTERS 

your team. Make the sentences apply to health : Team I 
(Cleanliness) ; Team II (Nourishment) ; Team III (Activity) ; 
and Team IV (Cheerfulness) . 

Compose slogans for the Better-Health posters. 

An Exercise. Copy your twelve sentences on the board. 
Tell whether the verbs are transitive, intransitive, or linking 
(see page 59). Tell the voice of the transitive verbs. 

68. Writing a Paragraph. Apply the four rules for better 
health to yourself. In which of these are you good? In 
which are you poor ? 

Write a composition, telling the most helpful thing you have 
learned in the discussion of each topic and how you mean to 
profit by it. How many paragraphs should you have? 

69. An Enunciation Drill. Collect tongue twisters and 
practice saying them to get flexibility of the tongue and lips. 

A Talk to the Class. Describe the poster that you are 
planning for your team. 

A committee of three pupils will sit in the back of the room. 
They will rise if they cannot hear you. 

70. Handwork. Each team will make Better-Health 
posters for their subjects (pages 63 and 64). On each poster 
print the slogan and make an appropriate decoration. In 
class talk about the merits of the different posters. Vote for 
the best in each group. 

The best poster from each group will be enlarged to be 
exhibited in a window (page 64) . 

Writing a Letter. Write to a pupil in another school, telling 
where the health posters will be exhibited, inviting him to 
look at them, and describing your poster. 

(Four posters will be exhibited.) 





PROJECT 8. HOLDING AN AUCTION 



71. Telling How Things Are Made. The following is one 
of the most important explanations ever made. In it the 
old sexton, Laurence Coster of Haarlem, tells John Gutenberg 
how he learned to print books. 

1 It was by accident that I discovered how to print. 2 1 went 
out into the woods one afternoon with my grandchildren. 
3 There were some beech trees there, and the little fellows wanted 
me to carve their names on the smooth bark. 4 1 did so, for I 
was always handy with a penknife. 5 Then, while they were 
running around, I split off some fine pieces of bark and cut the 
letters of the alphabet upon them — one letter on each piece. 
6 1 thought they would amuse the baby of the family, and perhaps 
help him to remember his letters. 7 So I wrapped them in a 
piece of soft paper and carried them home. 8 When I came tc 
undo the package I was surprised to see the forms of some 01 
the letters distinctly printed on the white paper. 9 It set me to 
thinking, and at last I thought out this plan of printing books. 
Baldwin : Thirty More Famous Stories Retold 

Show that the grandfather's thoughtfulness of others was 
responsible for this discovery. In retelling this, what different 
things must you say ? 

Remember : Explanation is " telling how." To be clear it 
should tell things in the right order. 

Writing a Class Composition. Write a list of different 
things you make in your Manual Training or Domestic Science 
classes. Select one of them. 

Outline on the board the different steps you take or thing6- 
you do to make it. Give each step and arrange all the details 
exactly as they should be made. 



72 HOLDING AN AUCTION 

Compose the explanation, the teacher writing on the board 
the sentences selected as best. 

Copy the explanation as the teacher dictates it. 

72. Applying for a Position. One day the following 
advertisement appeared in the school paper published by 
School 53 : 

Wanted, an auctioneer. Must have polite manner, good 
voice, and ability to describe articles to be sold. Apply by 
letter to your teacher. 

How does an auction sale differ from a store sale? What 
qualities does this advertiser want in an auctioneer? Why 
are these necessary? 

A pupil will volunteer to copy this advertisement on the 
board for you to use in your class. 

Would the answer to an advertisement be a friendly letter 
or a business letter? Which form is the letter of application 
on page 73 ? Why ? 

If the Standard Company decides to hire Chester, how can 
it get in touch with him ? 

Writing a Letter of Application. Apply for the position of 
auctioneer. Make an outline of the things you would give in 
the letter to your teacher. If you think that you cannot meet 
the requirements mentioned in the advertisement, select the 
pupil that seems best fitted and write a letter recommending 
him (or her) to the teacher. Follow Chester's paragraphing. 

Make an envelope and address it. 

At a later time the teacher will announce to the class the 
name of the pupil who seems to be best fitted for the class 
auctioneer. 

73. Comparison of Adjectives and Adverbs. To be able 
to describe you must know how to use adverbs and adjectives. 



A LETTER OF APPLICATION 



73 



750 Terrace Avenue 
Indianapolis, Ind. 
December 12, 1922 

The Standard Company 
75 State Street 
Indianapolis, Ind. 

Gentlemen : 

1 Please consider me an applicant for the 
position of office boy, about which you adver- 
tised in last night's " Eagle." 

2 1 am fourteen years old and have finished 
my work at the Lakewood School. My final 
grade last June was 87. For three summers I 
have worked as a clerk for the Acme Grocery 
Store. 

3 1 have permission to give as reference Miss 
Alice Hill, principal of the Lakewood School, 
Shady Avenue and 5th Street (Bell Telephone 
878), and Mr. Thomas Gray, manager of the 
Acme Grocery Store, 950 State Street (Bell 
Telephone 371). 

Very truly yours, 

Chester A. Grant 



■Begins by stating 
object of letter 

■ Next gives age, 
training in school, 
and experience 
at work 

Then gives names 
of persons who 
can testify to 
fitness for posi- 
tion. (Why full 
address and tele- 
phone number?) 



How many things are described in each of the following? 

1. Clean cups Beautiful roses Runs swiftly 

2. Cleaner cups More beautiful roses Runs more swiftly 

3. Cleanest cups Most beautiful roses Runs most swiftly 

Adjectives and adverbs have three different forms, used 
(1) in describing one thing ; (2) in comparing two things ; 
and (3) in comparing more than two things. This change in 



74 HOLDING AN AUCTION 

the degree of meaning is called comparison. The three forms 
are called positive, comparative, and superlative. 

Positive. Margaret has a clean dress. 

Comparative. She has a cleaner dress than Alice. 
Superlative. She has the cleanest dress of all the class. 

When an adjective has more than two syllables, the words 
more and most are used instead of er and est. We say " more 
beautiful " (not " beautifuller "). Less and least may be used 
in comparing adjectives; as, "less active," "least active." 

An adverb is usually compared by using more and most (or 
less and least) because most adverbs are formed by adding ly 
to the adjective. We say " more swiftly " (not " swiftlier "). 

When the same form is used for both adjective and adverb, 
as in fast, long, loud, hard, the endings er and est may be used 
for both ; as, " runs fast," " runs faster," " runs fastest." 

Correct Use of Adjectives and Adverbs. 

i. A frequent mistake is to use the superlative form in 
speaking of two. We should say, " She is the more polite of 
the two girls " (not " She is the most polite of the two girls "). 

2. If the comparison is made with others of the same kind, 
the word other must be used to exclude the person or the thing 
spoken of ; as, " He is quicker than any other boy in the 
room " (not " than any boy "). 

3. Certain words have irregular forms of comparison; as, 
bad, worse, worst; ill, worse, worst; good, better, best; much, 
more, most; well, better, best. 

4. Do not use both an ending {er or est) and an adverb 
{more or most) in making the comparison. Say, " This is 
prettier than that " (not " more prettier "). 



CORRECT USE OF ADJECTIVES 75 

Remember : The comparative degree is used in comparing 
two; the superlative degree, in comparing more than two. 

An Exercise. Write the three forms for each of the following 
adjectives. Then use them in sentences. 

slow I tight I rapid | generous | intelligent 

Change the adjectives to adverbs. Then write the three 
forms of comparison and express them in sentences. 
74. Correct Use of Adjectives {continued). 

1. Proper adjectives must be written with capitals. Write 
" the English language " (not " the english language "). 

2. "A," "an," and "the" are adjectives, often called 
articles. "A" is used before a word with a consonant sound; 
as "a mule . " " An ' ' is used before a word with a vowel sound ; 
as, "an egg." "A" and "an" are called indefinite articles be- 
cause they mean any one of the person, place, thing, or idea 
described : 

a man | a country | a house | an honor 

"The" is called the definite article because it designates a 
particular one ; as, 

the man | the country | the house | the honor 

3. When separate persons or things are meant, the article 
must be repeated ; as, " He had a blue and a gray suit " (two 
suits). To say " He had a blue and gray suit " means that 
he has one suit of blue and gray color. 

4. The article a is not needed before a general word; as, 
" That is the kind of boy I want " (not " kind of a boy "). 

A Baseball Sentence Match. The teacher will name an 
adjective or an adverb, and the pupil will give three sentences 
using the three degrees of comparison. (See page 47.) 



76 HOLDING AN AUCTION 

An Exercise. Select the right forms in the following : 

i. This is the (kind of a, kind of) voice to have. 

2. It is a dog — a (black and a white, black and white) one. 

3. He has (a, an) hour to wait. 

4. Have you a (french, French) grammar? 

5. He wanted (a, an) apple, (an, a) peach, and (a, an) pear. 

6. The (italian, Italian) language is very beautiful. 
7 Grace is the (kind of a, kind of) person we like. 

8. He wore a (black and a white, black and white) cap. 

75. A Breathing Game. Inhale quickly and deeply. Then 
read as much of a passage as possible with one breath. 

A Talk to the Class. Retell Laurence Coster's explanation 
of how he learned to print (page 71). In repeating some one 
else's story say, " He said " (not " he says "). 

76. A Special Use of the Adjective. Observe the use of the 
adjectives in the following sentences : 

1 . The voice becomes strong through practice. 

2. The class seems busy. 

3. Her voice grows stronger. 

4. The fruit tastes bitter. 

5. The rose smells sweet. 

6. The boy appears strong. 

7. Mary feels bad on account of her cold. 

8. To-day the girl looks sick. 

What word in each sentence does the adjective describe ? 
Write the adjective with each word ; as, " voice strong." 

Write the verbs on the board. Make up other sentences, 
using these verbs with adjectives. 

Remember : After the verbs appear, become, feel grow. look. 
seem, smell, and taste, the adjective is used to denote a 
quality of the subject. 



CONVERSATION 77 

" Hold the Fort " Game. A pupil comes to the board and 
writes five sentences. He tells the subject substantive and 
predicate verb and the complete subject and predicate. 
Then, beginning with a certain aisle, pupils name words in the 
sentences and ask which part of speech each word is. The 
pupil at the board " holds the fort " as long as he answers 
correctly. When he makes a mistake the pupil who gave the 
word takes his place. 

77. Conversation. Write on the board a list of things that 
you might bring to the auction from your other classes. Then 
prepare an outline of the various things necessary to do to 
make one of them. In class discuss how to make these things, 
compare your outlines, and improve them. Write lists of good 
descriptive adjectives. 

Handwork. Outside of class either make the article or 
bring some one else's article to class. 

78. A Pronunciation Drill. Look up the pronunciation of 
the following words in the dictionary and pronounce them 
correctly : 

1. athlete (not "athalete") 4. rinse (not "rensh") 

2. guardian (not "guardeen") 5. theater (not "the a 'ter") 

3. licorice (not "lickerish") 6. wrestle (not "rastle") 

A Talk to the Class. Tell exactly what you do to make the 
object you have selected. Then pretend that you are the 
auctioneer auctioning it off to the class. Tell why the article 
is worth buying. Hold up the article. 

The class will observe your voice, your manner, and your 
power of description, so that they can vote for the one they 
think would make the best auctioneer. The five names secur- 
ing the most votes for auctioneer will be written on the board. 



78 HOLDING AN AUCTION 

79. Writing a Paragraph. You have heard the rest of 
the class explain how certain articles were made and describe 
them. Choose the article that you are most interested in, but 
not the one you described yourself. Make an outline of 
(z) how the article was made or (2) a description of it. 
Write the paragraph. 

In class exchange papers. On another sheet of paper write 
answers to the following questions : 

1. Is the handwriting good, poor, or medium? 

2. Is the paragraph indented ? Has it a margin ? 

3. How many sentences are there? Does each begin with a 
capital and end with a period ? 

4. Are the details put in the right order? 

5. Is any important detail omitted? 

6. Is anything given that is off the subject ? 

When the papers are returned, revise and copy your com- 
position. 

80. Holding an Auction. The teacher will announce the 
names of the two pupils who have written the best applications 
and the two who have made the best speeches. You will vote 
in class by secret ballot on a slip of paper for the one of the 
four that you choose for auctioneer. Two pupils will act as 
tellers to collect the votes and read them for the teacher to 
mark on the board. 

The auctioneer will show how well he can auction off 
articles. Each pupil will have twenty slips of paper to use as 
dollar bills. No article can therefore bring more then twenty 
dollars. See who can buy the most articles for this amount of 
money. 

Writing a Letter. Write a friendly letter to some one at 
home, describing your auction. 



Jp I PROJECTS. CELEBRATING INVENTION I Q 

JL day LJL 

81. Conversation: Ways of Communicating. One of the 

most interesting fields for invention is that of communication 
of ideas. Here is a primitive method described. 

What is the purpose of each sentence? Which could be 
omitted if you wanted to condense? Which are needed to 
make the explanation clear? 

1 Whenever Indians attacked a settlement, the settler who saw 
them first took his gun and fired it three times. 2 The settlers 
who lived near the man who fired the gun heard the sound. 
3 They knew that three shots following one another quickly 
meant that the Indians had come. 

4 Every settler who heard the three shots took his gun and 
fired three times. 5 Then, as soon as he had fired, he went in 
the direction of the first shots. 6 Every man who heard these 
three shots fired three more, and went toward the shots he had 
heard. 7 Farther and farther away the settlers heard the news, 
and sent it along by firing so that others might hear. 8 Soon 
little companies of men were coming swiftly in every direction. 

9 This was a kind of telegraph. 

Eggleston : Stories of American Life and Adventure 

Discuss the following methods of communication : 
i. Letter 4. Telephone 7. Secret Code 

2. Signal 5. Telegraph 8. Word of Mouth 

3. Cable 6. Gesture 9. Messenger 

Which of these was described in the selection above ? Under 
what circumstances might each be preferred? Select one of 
these for investigation. 

Writing a Letter. Write a business letter to your local 
librarian, telling why you chose your topic for investigation 

BOL. ADV. EV. ENG. 7 79 



8o CELEBRATING INVENTION DAY 

82. Finding Things Out by Reasoning. We discover laws 
of nature or mechanics ; we invent appliances, instruments, 
etc., based upon these laws. Electricity is discovered; the 
electric light is invented. A scientist who discovers laws and 
an inventor who applies them must have reasoning ability 
and power to imagine how things would work out. 

On the opposite page you will find how Sir Isaac Newton 
reasoned that there was a force of gravitation. 

1. Which sentence states the question he is considering? 

2. Which sentences consider and discard theories, or reasons? 

3. Which sentences give Sir Isaac Newton's reasons explaining 
gravitation ? 

4. Which sentences tell the results of gravitation ? 

Copy Sir Isaac Newton's sentences of explanation on the 
board and discuss how each advances the reason like another 
link in a chain. 



Finding Out Something. At the library find out the stories 
connected with the following. Then write sentences giving 
the steps in the reasoning. The teacher may divide the class 
into six teams, or the whole class may select a subject. 

1. How did Franklin find out that electricity was in the clouds? 

2. How did James Watt learn that steam would turn wheels? 

3. How did Archimedes learn whether gold was pure or mixed? 

4. How did Galileo learn to make a clock ? 

5. How did Sir Isaac Newton learn about gravitation? 

6. How did John Gutenberg learn to print books ? 

83. Writing a Paragraph. Write a paragraph ot explana- 
tion for one of the questions discussed on this page. 
Correct the paragraph. See page 78. 



HOW SIR ISAAC NEWTON REASONED 81 

1 One day in autumn Sir Isaac was lying on the grass under an 
apple tree and thinking, thinking, thinking. 2 Suddenly an apple 
that had grown ripe on its branch fell to the ground by his side. 

3 "What made that apple fall?" he asked himself. 

4 "It fell because its stem would no longer hold it to its branch," 
was his first thought. 

5 But Sir Isaac was not satisfied with this answer. 

6 "Why did it fall toward the ground? 7 Why should it not 
fall some other way just as well?" he asked. 

8 "All heavy things fall to the ground — but why do they? 
9 Because they are heavy. 10 That is not a good reason. n For 
then we may ask why is anything heavy ? 12 Why is one thing 
heavier than another ? " 

13 When he had once begun to think about this he did not stop 
until he had reasoned it all out. 

14 Millions and millions of people had seen apples fall, but Sir 
Isaac Newton asked why they fall. 

15 He explained it in this way : 

16 "Every object draws every other object toward it. 

17 "The more matter an object contains the harder it draws. 

18 "The nearer an object is to another the harder it draws. 

19 "The harder an object draws other objects, the heavier it is. 

20 "The earth is many millions of times heavier than an apple; 
so it draws the apple toward it millions and millions of times harder 
than the apple can draw the other way. 

21 "The earth is millions of times heavier than any object near 
to or upon its surface ; so it draws every such object toward it. 

22 "This is why things fall, as we say, toward the earth. 

23 "While we know that every object draws every other object, 
we cannot know why it does so. 24 We can only give a name to the 
force that causes this. 25 We call that force gravitation. 

26 "It is gravitation that causes the apple to fall. 

27 "It is gravitation that makes things have weight. 

28 "It is gravitation that keeps all things in their proper places." 

Baldwin : Thirty More Famous Stories Retold 



82 CELEBRATING INVENTION DAY 

Appositives. In the following sentences tell which words 
the italicized words describe : 

i. Edison, the inventor of the incandescent light, was called 
"The Wizard of Menlo Park." 

2. They say that Madame Curie, the discoverer of radium, lived 
in Paris. 

3. It is George, the captain of the team. 

The word " inventor " explains " Edison." The word 
" discoverer " explains " Madame Curie." 

An appositive is a noun or a pronoun that denotes the same 
person or thing as another substantive, which it explains. 

What is the appositive in the third sentence ? 

Remember : An appositive follows a noun or a pronoun and 
means the same. It is set of by commas. 

Sentence Building and Analysis. (/) Find the appositives 
in the following sentences. (2) Make up ten sentences using 
words in apposition. (3) Find the words that complete the 
meanings of the predicate verbs. 

1. Edison, the inventor of the talking machine, had been a 
newsboy on a train. 

2. He printed a newspaper on the train. 

3. He made experiments in his workshop, the freight car. 

4. There was a fire one day in the workshop. 

5. The conductor, an excitable man, threw his bottles off. 

6. Edison, the boy, was not discouraged by his loss. 

7. He began his experiments at another place. 

8. Edison learned telegraphy from a man on the railroad. 

9. He constructed a short telegraph line of his own. 
10. The library in Boston lent him books on science. 

n. Edison has a large laboratory and factory in New Jersey. 
12. He has hundreds of patents on inventions. 



CORRECT USE OF ADJECTIVES AND ADVERBS 83 

84. Correct Use of Adjectives and Adverbs (continued). 

1 . When the words this and that are used to describe nouns 
they become adjectives rather than pronouns. In " This 
invention is wonderful," this is an adjective ; in " This is 
wonderful " it is a pronoun. This implies " near, or close at 
hand"; that implies " far." These words should not be com- 
bined with " here " and "there." Say, " This man," " that 
man " (not " this here man," " that there man "). 

2. Use farther when you are speaking of distance ; as, " He 
walked farther than John" (not "walked further"). Use 
further when you are speaking of going more deeply into a 
subject, not distance ; as, " We shall discuss this matter 
further " (not " discuss farther "). 

3. Use fewer when you are speaking of number ; as, " There 
were fewer people there" (not "less people"). Use less 
when you speak of quantity; as, " I bought less butter." 

4. Good should not be used as an adverb. Say, " He played 
well " (not " played good "). Well may also be used as an 
adjective, indicating good health ; as, " I feel well." 

5. Almost and most should not be confused. Almost is 
the adverb ; as, " They are almost ready " (not " most 
ready"). Most is either an adjective or a pronoun; as, 
"Most inventors work hard " and " Most are busy." 

6. Do not use worse when you mean more. Say, " I dislike 
snakes more than eels "-(not " worse than "). 

7. Remember that all right is written as two words. 

8. Do not use badly when you mean very much; as, " He 
wanted to go skating very much " (not " wanted badly "). 

9. The word only should be placed close to the word it 
modifies or else the meaning may be confused. 



84 CELEBRATING INVENTION DAY 

Baseball Sentence Match. The teacher will announce 
one of the words on page 83, and the pupil " at bat " will give 
three sentences using it correctly. See page 47. 

85. A Pronunciation Drill. Practice pronouncing in unison : 

The weaver at his loom is sitting, 
Throws his shuttle to and fro ; 

Foot and treadle, 

Hand and pedal, 
Upward, downward, hither, thither, 
How the weaver makes them go ; 
As the weaver wills they go. 

A Talk to the Class. Tell the class what you have found 
out about communicating by one of the following : 

1. Letter 4. Gesture 7. Word of Mouth 

2. Cable 5. Telegraph 8. Messenger 

3. Signal 6. Telephone 9. Secret Code 

At the end of the period vote for the best talk. 

86. Agreement of Subject and Verb. Which italicized 
verbs in the selection on the opposite page show by their form 
that one person or thing is meant? Which show that two 
persons are meant ? 



Subject of " One" 
telegraph was invented 
Morse was born 
this is 



Subject of "More Than One" 
they were (not "they was") 
schools .were (not "schools was") 
bars are (not "bars is") 



If a subject or a verb means " one " it is called singular. 
If it means " more than one," it is called plural. " Was " 
and " is " are singular ; and " were " and " are " are plural 
in speaking of persons or things. Verbs whose subjects are 



AGREEMENT OF SUBJECT AND VERB 85 

singular end in s when their subjects are spoken of in present 
time; as, " He (or the man) invents the telephone." 

In speaking to a person say "you were," because "you" is 
used for either one or more than one. Do not say " you was." 

If something with a plural noun comes between the verb 
and its subject, be sure that the verb agrees with the subject. 

Right. i. The desire of all the classes was to win. 

Wrong. 2. The ambition of the pupils in all the classes were great. 

Remember : The verb must agree with its subject in number. 
An Exercise. In the selection below point out the verbs and 
tell whether their subjects are singular or plural. 

A Boy's Telegraph 

1 The best telegraph known before the use of electricity was 
invented by two schoolboys in France. 2 They were brothers, 
named Chappe (shap-pay') . 3 They were in different boarding 
schools some miles apart, and the rules of their schools did not 
allow them to write letters to each other. 4 But the two schools 
were in sight of each other. 5 The brothers invented a telegraph. 
6 They put up poles with bars of wood on them. 7 These bars 
would turn on pegs or pins. 8 The bars were turned up or down, 
or one up and another down, or two down and one up, and so 
on. 9 Every movement of the bars meant a letter. 10 In this 
way the two brothers talked to each other, though they were 
miles apart. u When the boys became men, they sold their 
plan to the French government. 12 The money they got made 
their fortune. 

13 About the time they sold this plan to the French govern- 
ment, a boy named Samuel Morse was born in this country. 
14 Fifty years later this Samuel Morse set up the first Morse 
electric telegraph. 15 This is the one we now use. 

Eggleston : Stories of American Life and Adventure 



86 CELEBRATING INVENTION DAY 

87. How Telegrams Are Sent. The following selection 
describes one of the most momentous incidents in the history 
of America. It is the account of the first telegraph message : 

1 On the twenty-fourth of May, 1844, the telegraph line was 
finished. Mr. Morse was at Washington; Mr. Vail was at 
Baltimore. Everything was in good working order. It was 
announced that the first message was to be sent. Crowds 
gathered around the office. 

2 Mr. Morse remembered his promise to Miss Ellsworth. He 
sent to ask her what the first message should be. She wrote 
the noble fine from the Bible, "What hath God wrought ! " Mr. 
Morse was greatly pleased with the selection. He said after- 
ward, "It baptised the American telegraph with the name of its 
Author." And all agreed that the work seemed greater than 
man's work. 

3 Mr. Morse sent the message to Mr. Vail. It looked like this : 

*lw) '(b) '(a) (t) (h)' (a) (t) '(h) (G) (o) (d) 



(w) (r) (o) (u) (g) (h) (t) 

5 When Mr. Vail received the message he sent it back to Mr. 
Morse to let him know that it had reached him all right. It had 
flown from Washington to Baltimore and back, eighty miles, 
in a moment. Perry: Four American Inventors 



Interpret this for yourself by the 


following telegraphic code : 






Alphabet 






Numerals 


A •- 


- GJ- 


— • N — • 


T 


— 1 • 


6 


B — 


. . . H 


. . • • 


U 


. . — 2 • 


. 7 . 


C •• 


IY • • 


P 


V 


3 • 


8 


D — 


• • K — 


._ Q 


w 


4 . 


... — 9 — . . — 


E • 


L — 


- R • • • 


X 


5 - 





F • - 


-• M — 


— SZ • • • 


& 







TELEGRAMS AND NIGHT LETTERS 



87 



An ordinary telegram is limited to ten words for a given 
price. It is transmitted by the telegraphic code and then 
typewritten without punctuation for delivery. The ten 
words must give the meaning clearly without punctuation. 

The following telegram is correctly written : 





mem 




MUk 




KigM M„„ 




NI*I Ldtt. 




FULL-RATE TELEGRAM 



WESTEJB* UNION 



TEU 



3 CARLTON, prcsident 



AM 



To fa^rfS^ rj.^ C^cn^^>^ 



®S >,Q2s>*4 vt^ J, /f?-' 



Street and No. 3"7 f)^jba£: PftcUsn^ ef6rji&£: 
Place CfcjcJLv*u<Tvu£> y VCflsCtjA^tja^ 1 



'■"f 



&SVI*-^Z-S 



&KS -*5fc g^ T^^g fV- A&K^> Zrjc&r 



Ze-C^dj^ TTve&C- 



~£. 



A telegram is made brief by omitting unimportant words. 

A night letter is a telegram limited to fifty words for the same 
price as a ten-word telegram, but it is sent at night and de- 
livered the following morning. 

Find out what day letters and night messages are. 

Writing Telegrams and Night Letters. Write ten-word 
telegrams, giving all necessary information for : 



1. Arrival by train 

2. An accident 



Missing a train 

A request for something 



Expand (2) to a night letter of fifty words. 



88 CELEBRATING INVENTION DAY 

Handwork. Outside of class make a poster with the 
announcement of the Invention Day program. The best 
poster will be placed in the corridor. 

88. Conversation and Outlining. Talk over in class the 
subjects given for the talk on page 89. Divide the class into 
committees to take the parts of the different inventors. For 
each committee the teacher will appoint a chairman who will 
draw out opinions from the others. 

These committees will get together and consider how their 
invention has benefited our country. How should we miss the 
invention if it were suddenly taken from the country ? Which 
should we miss most ? Let each committee try to prove that 
its invention is the most important. 

Writing a Letter. Write a letter of invitation to a pupil 
in another class to be present for your program. If your 
letter is judged perfect in form, you may copy it and write the 
body of the letter in the telegraphic code. The best letter will 
be delivered. Make an envelope and address it. 

89. A Pronunciation Drill. Enunciate the following stanza 
in unison, pronouncing the final syllables carefully : 

Up and down the web is plying, 
And across the woof is flying ; 

What a rattling ! 

What a battling ! 

What a shuffling ! 

What a scuffling ! 
As the weaver makes his shuttle 
Hither, thither, scud and scuttle. 

Two pupils will volunteer to memorize this stanza and the 
one on page 84 for the program on the next page. They will 
practice the stanzas at home. 



GIVING A PROGRAM 



89 



A Talk to the Class. Which of the following inventors 
through the usefulness of his invention has most benefited the 
United States? 



1 . Fulton — the steamboat 

2. Whitney — the cotton gin 

3. Morse — the telegraph 

4. Edison — the electric light 



5. McCormick — the harvester 

6. Wright — the airship 

7. Bell — the telephone 

8. Hoe — the printing press. 



The best speaker for each inventor will have a part on the 
program. Try to use one of the following convenient expres- 
sions : 



1. Therefore 


4. Above all 


7. In the first place 


2. For example 


5. As a result 


8. On the other hand 


3. In general 


6. Consequently 


9. Moreover 



90. Giving a Program. The following program may be 
given in a class period. A pupil from another class will be 
present as guest. On the board may be copied in the tele- 
graphic code the following sentence by Edison : 

" I've got so much to do, and life is so short, I'm going to hustle ! " 




A READING. Isaac Newton and Gravitation. (Page 81) . . A pupi 
COMPOSITIONS. How Great Discoveries were Made. (Page 80) Six pupils 
A RECITATION IN RELAY. The Weaver. (Pages 84 and 88) Two pupils 
talks. Ways of Communicating. (Page 84) .... Nine pupils 
READINGS. The Telegraph. (Pages 79, 85, 86) . . . Three pupils 
A championship discussion. The Greatest Inventor. (Page 89) 

Eight pupils 
(Secret vote by ballot for the best speech) 

THE LANGUAGE pledge. (Page xviii) The class 



O PROJECT 10. MAKING A BOOK-DAY W '~fS 
PROGRAM | j 

91. What People Should Know about Books. Look care- 
fully through a book of fiction from your home or school library 
and be ready to tell the object of the following parts of the 
book. 

1. Frontispiece 4. Table of Contents 

2. Copyright page 5. Chapters 

3. Title page 6. Index 

Look up frontispiece and copyright in the dictionary. 

Now take one of your textbooks and compare it with the 
book of fiction. What other things are given ? How does the 
Contents of the textbook differ from the Contents of the book 
of fiction ? 

Name in class different kinds of books in which you can 
look up facts about a subject or a word. If you want to find 
out about a certain great man, in what kinds of books should 
you find facts? Books of fiction are most enjoyable, but the 
books that instruct are most serviceable to you. Write two 
examples for each of the two kinds of books. 

What else can you read for enjoyment and instruction 
besides books ? 

Remember : Learn to use books intelligently. 

Writing a Letter. In class make a list of general book 
publishers and select one for the class to write to. Write a 
business letter to that publisher, asking that a catalogue be 
sent to you, so that you can order a book for the class library. 

Review page 25 and make the letter perfect in form. 

Make an envelope and address it. The best letter will be 
sent. 

go 



EXAMPLES WITH "AS" 91 

92. Giving Examples. In the following sentences observe 
how the example is introduced : 

1. I like a good motion picture ; as, "America's Answer." 

2. You would like a good biography; as, Moores' "The Life of 
Abraham Lincoln, for Boys and Girls." 

3. You should read a good book of fiction; as, Mark Twain's 
"Tom Sawyer." 

Each of the above sentences begins with a general statement 
and concludes with the example that illustrates this general 
statement. Observe that the word as introduces each ex- 
ample. It is preceded by a semicolon and followed by a 
comma. 

Under " Talk " below you will find four topics. On the 
board write examples for each. Then practice composing 
good introductory sentences, using the word as to introduce 
your example. 

93. An Enunciation Drill. Get Southey's poem " The 
Cataract of Lodore " and practice sounding the final ing's. 

A Talk to the Class. Recommend to the class one of the 
following : 

1 . A book of fiction 3 . A short story 

2. A moving picture 4. A book of biography 

Tell why you selected that topic and illustrate your reasons 
by something you have, read or have seen on the screen. 
Use " as " in the opening sentence, introducing your example. 
Give the reasons why you like it. 

A pupil will act as secretary to keep on the board the list of 
names for each topic. At the end of the period see which 
topic is the most popular and which pupil has made the best 
speech for each topic. 



92 MAKING A BOOK-DAY PROGRAM 

94. Writing a Paragraph. Collect accounts of books from 
newspapers and magazines and mount the best on a piece of 
cardboard for the classroom. These are called book reviews. 
They usually give (7) introductory details ; as, the author's 
name, the title of the book, and the name of the publisher, and 
(II) a summary of the contents of the book or a statement of 
its strong points. 

Select a book, a short story, or a poem that you have en- 
joyed. Outline the three points under (7) described above, 
and select from (77) according to your preference. Use 
these heads as main topics. Outline the second to be a full 
summary or statement. Review pages 20, 21, and 66 for 
suggestions about outlining and summaries. 

Write a review of the book, story, or poem, following your 
outline. 

Correcting a Composition. In class exchange compositions 
and outlines. On another sheet of paper answer the following 
questions : 

1. Is the handwriting good, poor, or medium? 

2. Is the composition paragraphed to follow the two main topics 
of the outline ? Is each paragraph indented ? Has it a margin ? 

3. Does the first paragraph give the three points mentioned 
above ? 

4. Is the second paragraph written with enough detail to give 
you an idea of the main happenings (summary) or to make you wish 
to read it (statement of strong points) ? 

5. Check off any mistakes in spelling, grammar, or punctuation 
in the margin. 

6. Does the writer use as to introduce an example? Is it 
punctuated right? 

Return your comments with the two other papers. 



THE DICTIONARY HABIT 



93 



95. An Exercise : Punctuation Review. The following 
selection contains nine sentences that should be arranged as 
a poem of nine lines. Review the rules on pages 37 and 51 
and find those which apply to the selection. Copy it as a poem 
with proper capitalization and punctuation. 

somebody did a golden deed somebody proved a friend in 
need somebody sang a beautiful song somebody smiled the 
whole day long somebody thought it sweet to live somebody 
said im glad to give somebody fought a valiant fight some- 
body lived to shield the right was that somebody you 

Observe that when it is impossible to get a full word on one 
line it may be divided by placing a hyphen after a syllable 
at the end of the line and putting the rest of the word on the 
next line. In the above selection the word " somebody " is 
divided. You must always remember to divide a word at a 
syllable. 

The pupil who writes the poem most neatly and correctly 
will be chosen to copy it on the blackboard for " Book Day." 

See which nine pupils can memorize the poem first. 

Handwork. Make a poster to advertise the book you chose. 

96. Cultivating the Dictionary Habit. You should learn 
as soon as possible to open the dictionary promptly to the 
initial letter of the word you are seeking. The following rime 
will help you to divide the book roughly into three parts : 



II 



III 



A to E 



F to P 



Q to Z 



In class, practice locating words in these three groups as if 
they were in three boxes, I, II, and III. 



94 MAKING A BOOK-DAY PROGRAM 

To speak or write effectively you must have a vocabulary 
large enough to express shades of meaning. Words that have 
somewhat the same, or nearly the same, meaning are called 
synonyms. For instance, " sufficient " and " enough " are 
synonyms. 

Divide the following sets of synonyms among the class and 
look up the shades of meaning in the dictionary : 



i. tour, trip, voyage 

2. haughty, proud, vain 

3. retire, retreat, withdraw 



4. honest, honorable, reliable 

5. astonishing, startling, surprising 

6. glee, happiness, pleasure 



Remember : Learn to find words quickly in the dictionary. 
Learn to use synonyms correctly. 

A Baseball Dictionary Match. The teacher will give any 
three words in the dictionary and the pupil " at bat " will 
give the number of the box, or part of book, where the words 
occur. See page 93. 

Writing a Letter. Write a friendly letter to the boy or the 
girl who made the clearest and most persuasive talk on page 91. 
Tell why you liked the talk and recommend a good book for 
the others to read. 

97. The Danger of Slang. The poem on page 95 is a fable 
that could be applied to slang. Be ready to tell why we could 
say: 

" Beware of slang ! It's the camel's nose ! " 

Write on the board correct expressions for the slang you 
have heard on the playground or the street. 

Show that the following wise saying is true of slang : 

Habit is a cable. We weave a thread of it every day and at last 
we cannot break it. 

Horace Mann, a Great Teacher 



THE DANGER OF SLANG 95 

The Camel's Nose 

1 Once in his shop a workman wrought, 
With languid hand and listless thought, 
When through the open window's space, 
Behold ! a camel thrust his face : 
"My nose is cold," he meekly cried; 
"Oh, let me warm it by thy side !" 

2 Since no denial word was said, 

In came the nose, in came the head ; 
As sure as sermon follows text, 
The long and scraggy neck came next ; 
And then, as falls the threatening storm, 
In leaped the whole ungainly form. 

3 Aghast the owner gazed around, 
And on the rude invader frowned, 
Convinced, as closer still he pressed, 
There was no room for such a guest ; 
Yet more astonished heard him say, 
" If thou art troubled, go away, 
For in this place I choose to stay." 

Lydia Huntley Sigotirney 

Writing a Class Composition. In class make up sentences 
summarizing the story of " The Camel's Nose." The class 
will contribute sentences, and the teacher will write on the 
board those which sound best. 

Each pupil will then complete the composition for himself 
by applying the lesson of " The Camel's Nose " to the use of 
slang. Show that the person who forms the habit of using 
slang frequently cannot think of the correct expression when 
he most wants it ; as, in applying for a position. 

BOL. ADV. EV. ENG. 8 



96 MAKING A BOOK-DAY PROGRAM 

98. Words Joined by " And." In the following sentences 
which words are joined by the conjunction and? 

1 . Ruth and Robert own the book. (Two subjects) 

2. He bought and read the book. (Two verbs) 

3. He had a book and a magazine. (Two direct objects) 

4. They came from John and Peter. (Two objects of prepositions) 

5. He gave Mary and me the books. (Two indirect objects) 

6. We are cousins and friends. (Two predicate nouns) 

7. The book is interesting and new. (Two predicate adjectives) 

8. He is a neat and punctual librarian. (Two modifying ad jectives) 

9. He reads quickly and well. (Two modifying adverbs) 

Observe that when two or more words are joined together 
to perform the same service in the sentence they are connected 
by " and." Make up other examples for the above. 

When two or more words are used as the subject or the 
predicate, they are called the compound subject or the com- 
pound predicate. A compound subject always requires a 
plural verb. 

Correct Use of Conjunctions. Observe the following : 

1. "And" adds another idea of the same general kind; as, 
" Ruth and Robert " (two persons). It should not be used to 
join sentences that are separate ideas. This fault is called 
" the run on " habit or " the baby blunder." You must 
learn to think in separate sentences, each sentence being a 
complete thought. 

2. If two ideas are joined, and only one of the ideas is to 
be chosen, the alternative conjunctions "either" and "or" 
are used; or "neither" and "nor." "Either" and "or" 
mean " one of either " ; as, " Either Maud or Philip must go." 
"Neither" and "nor" mean "not one of either"; as, 
"Neither Maud nor Philip could go." 



CORRECT USE OF CONNECTIVES 97 

Because " either " . . . " or " and " neither " . . . "nor "refer 
to one or the other, and not to both, a singular verb must always 
be used; as, "Either Maud or Philip is here" (not "are 
here"). Always use these words in pairs — "either" with 
" or," and " neither " with " nor." Say, "Neither Maud nor 
Philip could go " (not " or "). 

Change " and " to " either " and " or " or to " neither " and 
" nor " in the nine sentences on page 96. How does the mean- 
ing change ? How must the verb be changed ? 

Remember : Do not use too many and's. 

Use either and or (or neither and nor) for alternative state- 
ments, with singular verbs. 

Analysis. (1) Find the conjunctions in the following 
sentences and tell what they connect. (2) Find the sentences 
that have the subject (" you ") understood. (3) Analyze the 
sentences. 

1. Triumph and toil are twins. 

2. All human power is a combination of time and patience. 

3. Be moderate in the use of all things except air and sunshine. 

4. The conditions of success in life are the possession of judg- 
ment, experience, initiative, and character. 

5. Talk less and listen more. 

6. Water, air, and cleanliness are the doctor's aids. 

7. Be gentle and keep your voice low. 

8. Music is the natural and universal language of the world. 

9. Aim high and consider yourself capable of great things. 

10. Increased means and increased leisure are civilizers of man. 

11. Either be content with your condition or improve it. 

12. Do the thing right and do it right now. 

13. Solitude is a necessity to a great and creative mind. 

14. Music should strike fire from the heart of man and should 
bring tears from the eyes of woman. 



q8 MAKING A BOOK-DAY PROGRAM 

99. A Pronunciation Drill. Copy the following on the 
board and practice enunciating it clearly. See which nine 
pupils can read it best in relay, each taking a group of words. 
Pronounce and fully (not " an' "). 

If anybody would make me the greatest king that ever lived, 
with palaces and gardens, and fine dinners, and beautiful 
clothes, and hundreds of servants, on condition that I would 
not read books, I would not be a king — I would rather be a poor 
man in a garret with plenty of books, than a king who did not 
love reading. Macauxay 

A Talk to the Class : Charades. Choose a word like 
" Washington " in which the syllables make sense as separate 
words. Then either use those syllables as words in an acted 
dialogue made up on the spur of the moment or act the syllable 
silently without speaking a word. The audience guesses the 
word. For instance, " Washing " could be used in a laundry 
dialogue ; and " ton " could be used in a dialogue about buying 
coal. In a third scene the word " Washington " could be used 
in a conversation. 

In your program the class will be divided into small teams, 
each to act as a charade the name of an author you all know. 
For your talk, now, each of you will suggest the name of an 
author or a character in a book you have studied, for a charade, 
and tell how a small group could act it. 

100. Playing Book Charades. The program for " Book 
Day " will consist of the following : 

A RECITATION. Somebody (Page 93) A pupil 

charades. Authors and Characters in Books (Page 98) . The class 

a recitation in relay. The Camel's Nose (Page 95) . Three pupils 

(The class will vote for the best charade) 



HALF-YEAR SUMMARY 



99 



REVIEW OF APPLIED GRAMMAR 



Parts of speech .... 12 

(The use of a word determines 
what part of speech it is.) 
They right the wrong. (Verb) 
That is the right side. (Adj.) 
They behaved right. (Adv.) 
They knew the right. (Noun) 

Substantives 13 

Nouns 12 

Use as subjects and objects . 33 

Case, nominative, accusative . 34 

Direct object 34 

Indirect object 45 

Dative case 45 

Genitive case 50, 61 

Number 50 

Apposition 82 

Agreement with verb ... 84 

Pronouns 12 

Use as subjects and objects . 33 

Direct object 34 

Case, nominative, accusative . 34 
Nominative after linking 

verbs 38 

Indirect object 45 

Dative case 45 

Possessive pronouns .... 61 

Apposition 82 

Agreement with verb ... 84 

Verbs 12 

Predicate verb 16 

Complete verb 16 

Position of verb 32 

Verb phrase 32 

Direct object 34 



Indirect object 34 

How the verb asserts ... 37 
Complete and incomplete 

verbs 37 

Linking verbs with predicate 

adjectives and nouns . 38, 59 



Forms of the verb . . 
Kinds of verbs . . . 
Active and passive voice 
Agreement with subject 
Compound predicate 

Adjectives . . . 

After linking verbs . 
Use as modifier . . 

Articles 

Possessive adjectives 
Comparison . . . 
Correct use of adjectives, 72 
Proper adjectives . . . 
After seem, appear, feel, etc. 



Adverbs . . 

Use as modifiers 
Comparison 
Correct usage . 

Prepositions 

Object of preposition 
By in the passive voice 

Conjunctions . . 

Words joined by and 
Compound subjects and 

icates .... 
Either, or; neither, nor 

Interjections . . 

Independent elements 



37 
52 

52, 75 
61 
72 

74,83 
75 
76 



52 

72 
74-75, 83 

12-13 

• • 34 
. . 64 

12-13 
96 

96 

96 

13 

-28 



pred 



IOO 



HALF-YEAR SUMMARY 



REVIEW OF THE SENTENCE 



Definition; punctuation • . 

Subject substantive . . . . 

Complete subject . . . . 

Predicate verb 

Complete predicate . . . . 

Compound subject and pred- 
icate 

Declarative, interrogative, ex- 
clamatory sentences . . 



Independent elements . 
Inverted order . . . 

Modifiers 

Ways to show possession 
Appositives .... 
Agreement, subject and verb 
Analysis, denned; model . . 33 
Analysis: exercises, 17,33,38-39,52, 
60, 82, 97 



PAGE 

27 
32 

52 

60 
82 



Use of the dictionary, 18, 21, 22, 32, 

44, 68, 93, 94 

Enunciation drills, 5, 10, 16, 30, 35, 

43, 60, 67, 70, 76, 91 

Pronunciation drills, 11, 16, 24, 41, 

48, 57, 77, 84, 88, 98 



WORD STUDY 

Right use of words, 18, 21, 22, 42, 



45. 53. 68, 89, 94 
Arrangement of words ... 45 
Spelling ... 47, 50, 53, 67, 92 

Synonyms 94 

Slang 53, 94 



CORRECT USAGE 



PAGE 
75 
83 
83 



a, an, the . . 
all right . , 
almost, most . 
and . . 42, 67, 96, 98 
as .... . 91 
as follows ... 57 
awful .... 18 
bad, badly, very 

much . . 74, 83 



best, better . . 
by ... . 
can, may . . 
doesn't, don't . 
either, or . . 
farther, further 
fewer, less . . 
fine .... 
following . . 



forms of the 
further . 
good, well 
grand, great 
her, she 
he, him 
I, me . 
ill . . 
it . . 
less, fewe 
may, can 
me, I 
more, most 
more, worst 
much, more 
neither, nor 



PAGE 

verb 49 

• • 83 

• • 83 
. . 18 

• 43, 46 

• 43, 46 

• 43, 46 
. . 74 



• 74, 83 

• • 43 

• 43, 46 

• 74, 83 

• • 83 
most 74 

. . 96 

. . 18 

• 27,51 



only . . 
or, either 
other 

said, says 
that, this 
there 
therefore 
they, them 
to be 
71 s, we . 
very much, 



badly 



well, good 
who, whom 
who's, whose 
worse, worst 

yes . . . 
you . . . 



PAGE 

83 
96 
74 
76 

83 

28 

89 
43, 46 

38 
43, 46 

83 
43, 46 
74,83 
43, 46 

61 
74,83 
27, 5i 

23 



HALF-YEAR SUMMARY 



REVIEW OF COMPOSITION 



Getting Ideas 



Observation 
Reading . . 
Conversation 
Reflection . 



PAGE 

28, 48, 63 

2, 48, 90 

. . 48 



Organizing Ideas 

Form of the outline . . . 

Models of outlines 20, 2 

Order in outlines . . . . 

Unity in outlines . . . . 



PAGE 

21, 66 

40, 66 

66 

40, 66 



Expressing Ideas 



Paragraph defined .... 5 
Indention and margin ... 5 

Good form 46 

Beginning, middle, end 20, 35, 40 



Unity ...... 40, 41, 58 

Order 58 

Arrangement 45 

Criticism . 17, 50, 58, 67, 78, 92 



EVERYDAY SPEAKING 



Talks to the class, 10, 12, 16, 24, 30, 

35, 42, 48, S3, 57, 60, 67, 70, 

76, 77, 84, 89, 91, 98 

Conversation. (Throughout book) 

Pronunciation (See Word Study) 

EVERYDAY 
Compositions 

Assignments, 9, 13, 17, 21, 24, 29, 

35, 41, 48, 58, 60, 67, 70, 71, 

78, 80, 92, 95 

Criticism . 17, 50, 58, 67, 78, 92 

Capitalization and Punctuation 

Charts •. . 37, Si 

Use of period 5 

Use of apostrophe .... 5° 

Use of colon 6, 7, 57 

Use of comma 82 

Use of semicolon with as . . 91 

Use of hyphen 93 

Use of interrogation mark . . 23 
Use of exclamation mark . . 23 
Criticism ... 17, 36, 92, 93 



Socialized recitation, or club . 11 
Dramatization . . . 30, 53, 98 
Sentence games . 43, 50, 75, 84 

Debate 30 

Criticism ... 16, 42, 50, 67 

WRITING 

Letters 

Assignments, 7, 15, 18, 19, 27, 35, 

42, 44, 5°, 57, 62, 64, 70, 72, 

78, 79, 87, 88, 90, 94 

6 

7, 14 



Form of friendly letter . . 
Model of friendly letter 
Addressing envelope (model) 
Form of business letter . . 
Model of business letter 
Letters of application 
Model of application 
Telegrams . . . 
Model of telegram 
Interest in letters 
Purpose of letters 
Opinions in letters 
Criticism of letters 



PROJECT 11. GIVING A PATRIOTS 
DAY PROGRAM 



/33S 




ioi. Conversation. To whom do the words me and my 
refer in the following poem ? 

The Country's Call 



1 Give me men to match my mountains ; 

Men, to match my inland plains ; 
Men with empires in their purpose ; 
Men with eras in their brains. 

2 Give me men to match my prairies : 

Men, to match my inland seas — 
Men whose thoughts shall pave a pathway 
Up to ampler destinies. 

Thompson 



What parts of the country are spoken of ? Point out where 
the greatest of these are found. Is Columbia calling for men 
of physical greatness or mental greatness? Which lines tell 
you? Explain these lines. 

Look up ampler 2 and destinies. 2 

In what other fields besides statesmanship does Columbia 
need men ? Be ready to propose as patriot the name of a man 
who has advanced our country in material development, 
commerce, literature, science, or art. Tell how he " paved 
a pathway up to ampler destinies." 2 

Memorize the poem. 

Writing a Letter. Write a letter to your teacher, proposing 
the name of a patriot other than Washington and Lincoln and 
giving reasons for your choice. 

The best letter will be put on the board. 



PHRASES, CLAUSES, AND SENTENCES 103 

102. Phrases, Clauses, and Sentences. Which of the 
following groups of words makes complete sense? Why? 

(i) hat Washington three-cornered wore a 

(2) in 1776 (A phrase) 

(3) when Washington was a general (A clause) 

(4) When Washington was a general in 1776 

he wore a three-cornered hat. (A sentence) 

The first group makes no sense because the words are 
jumbled together. The words "in 1776 " give only an incom- 
plete idea of time. The group of words " when Washington 
was a general" gives a better developed idea, but it is not com- 
plete. The last group is the only one that makes complete 
sense. It is a sentence. 

A phrase is a group of words without both subject and 
predicate, used as a single part of speech ; as, "in 1776." 

A clause is a part of a sentence containing both a subject and 
a predicate ; as, " when Washington was a general." 

A sentence is a group of words that makes complete sense ; 
as, " They go to school." It frequently contains phrases and 
clauses to complete the meaning. 

Remember : Do not use phrases or clauses as if they were 
sentences. 

Sentence Building. (1) The most common phrase consists 
of a preposition and its object. Make phrases with the prepo- 
sitions in, under, by, from, for, and at, and use them in sen- 
tences. (2) The most common clauses are introduced by the 
words when, where, who, that, if, because, and why. Make up 
sentences with clauses beginning with these words ; as, "I 
played when he was here." 



104 GIVING A PATRIOTS' DAY PROGRAM 

103. Conversation : Rules of Conduct. When George 
Washington was a young man he wrote a set of rules to guide 
his conduct. Of these rules the following are the most 
important. 

1. Every action in company ought to be with some sign of 

respect for those present. 

2. In the presence of others, sing not to yourse If with a humming 

noise, nor drum with your fingers or feet. 

3. Sit not when others stand. 

4. Turn not your back to others, especially in speaking. Jog 

not the table or desk on which another reads or writes. 
Lean not on any one. 

5. Read no letters, books, or papers in company. When there 

is a necessity for doing it, you must ask leave. 

6. Show not yourself glad at the misfortunes of another, though 

he were your enemy. 

7. Eat not in the streets, nor in the house out of season. 

8. Drink not, nor talk, with your mouth full. Neither gaze 

about you while drinking. 

9. If you cough, sneeze, sigh, or yawn, do it not loud, but pri- 

vately. Put your handkerchief, or hand, before your face 

and turn aside. 
10. Gaze not on the marks or blemishes of others and ask not how 

they came. 
n. Think before you speak. Bring out your words orderly and 

distinctly. 

12. When another speaks be attentive yourself. If any hesitate 

in his words, help him not, nor prompt him. Interrupt 
him not. 

13. Be not curious to know the affairs of others. 

Copy the italicized expressions on the board so that the 
class can see them. 



RULES OF CONDUCT 105 

Tell which italicized expressions on page 104 are phrases 
and which are clauses. 

Make an outline of the rules of conduct, grouping similar 
rules under the same main topic. See page 66. 

Which of these rules apply best to-day ? Make up rules of 
politeness for good manners at school, in church, on the street, 
in the theater or lecture hall, on a trolley car or train, at home, 
at the table, at a party, and on a visit. Tell " the proper thing 
to do " for each. 

Handwork. During the next week prepare a conduct 
poster with an appropriate picture for one of the above and 
print below it the rules that apply. 

104. Writing a Paragraph. If Washington were alive 
to-day he would know the rules of good conduct for modern 
life. Select one of the following. Then imagine yourself to 
be Washington speaking. Make up the advice he would give 
your class about how to behave. 

1. In the classroom 5. At school 0. In church 13. At recess 

2. On an elevator 6. On a train 10. At the table 14. On a visit 

3. In the theater 7. On a trolley 11. At a party 15. At home 

4. On the playground 8. On the street 12. In a store 16. At market 

How many commands did Washington use in his rules on 
page 104 ? How many did you use ? What subject is under- 
stood ? 

How many clauses have you used ? Underline them. 

Do not bring unrelated ideas together in one sentence. 
Scan all your sentences again. Improve the paragraph. 
Copy it. 

105. An Enunciation Drill. Read the speech on page 106 
aloud several times at home, enunciating it distinctly. 




106 GIVING A PATRIOTS' DAY PROGRAM 

The Birthday of Washington 

The birthday of the "Father of his Country !" May it ever 
be freshly remembered by American hearts ! His memory is first 
and most sacred in our love. Ever hereafter, till the 
last drop of blood shall freeze in the last American 
heart, his name shall be a spell of power and of might. 
It was the daily beauty and matchless glory of his 
life which enabled him to create his country, and at 
the same time secure an undying love and regard from 
the whole American people. "The first in the hearts of his 
countrymen!" Undoubtedly there were brave and wise and 
good men before his day in every colony. But the American 
nation, as a nation, I do not reckon to have begun before 1774. 
And the first love of that Young America was Washington. 

Rufus Choate : An Oration 

A Talk to the Class. Taking Rufus Choate 's speech on 
Washington as a model, be prepared to give a speech in favor 
of the great American you championed in your letter on page 
102. Look up the birthday date of the man you favor. 

Voting for the Best. At the end of the period the class 
will vote for the third great man to be associated with Wash- 
ington and Lincoln on the program. Write on a piece of paper 
the name of the person for whom the best speeches were 
made. Two pupils will collect the votes and read the names 
aloud, while a third pupil will record them on the board 
The three highest will be selected. 

106. Phrases as Modifiers. What do the italicized 
phrases describe, or modify, in the following sentences? 

1. The crying need of the country was a great man. 

2. Lincoln was elected by the people. 

3. He was assassinated in Washington. 



PHRASES AS MODIFIERS 107 

In the first sentence the phrase " of the country " describes 
" need," as if it read " the country's need." It is a phrase used 
as an adjective. 

In the second sentence the phrase " by the people " modifies 
the verb " was elected " by telling how. In the third sentence 
the phrase " in Washington " modifies the verb " assassi- 
nated " by telling where. These phrases are used as 
adverbs. 

In the speech about Washington on page 106, find the 
phrases. Tell which are used as adjectives and which are 
used as adverbs. Point out the word that each modifies. 

Remember : A phrase that modifies a noun or a pronoun is 
called an adjectival phrase. A phrase that modifies a verb, 
an adjective, or another adverb is called an adverbial phrase. 

A Baseball Phrase Match. The teacher will give three 
phrases ; as, " in the yard," etc. The pupil " at bat " will 
compose a short sentence for each phrase. . 

Writing a Letter. Write a letter to some one who received 
good letters from soldiers or sailors abroad during the World 
War and ask whether he has a letter that the class may 
borrow to read for Patriots' Day. 

Divide the class into three teams to write to three different 
people. Address the envelope. 

107. Clean-cut Sentences in Making a Speech. Lincoln is 
famous for his simple and accurate use of English. He did 
not make the common blunder of running all his sentences 
together. He kept his ideas distinct and expressed them 
simply and briefly. 

The speech on page 108 was delivered by Lincoln on Wash- 
ington's Birthday. It is only eight sentences in length, but 




108 GIVING A PATRIOTS' DAY PROGRAM 

each sentence stands out distinctly. Observe how gracefully 
the first two sentences begin by stating the topic, or occasion, 
of the speech. • 

On the Father of Our Country 
1 This is the one hundred and tenth anniversary of 
the birth of Washington. 2 We are met to celebrate 
this day. 3 Washington is the mightiest name on earth 
— long since mightiest in the cause of civil liberty, still 
mightiest in liberal reformation. 4 On that name no 
eulogy is expected. 5 It cannot be. 6 To add brightness to the 
sun or glory to the name of Washington is alike impossible. 7 Let 
none attempt it. 8 In solemn awe pronounce the name, and in 
its naked, deathlike splendor leave it shining on. 

Abraham Lincoln- 
How can you find out when this speech was delivered? 
What two reasons does Lincoln give for Washington's great- 
ness ? Which sentences tell why he does not attempt to praise, 
or eulogize? With what impressive sentence does he close? 
Practice declaiming the speech. 

Let six volunteers memorize the speeches on pages 106 and 
108 to give as declamations later. 

Remember : Think in complete sentences. 

1 08. Writing a Speech in Class. Using Lincoln's speech 
as a model, compose a eulogy of Lincoln himself for February 
12th. Copy Lincoln's speech on the board. Then build up 
your speech about Lincoln beside it, the class offering sugges- 
tions and the teacher writing on the board the sentences chosen 
as best. 

109. A Pronunciation Drill. Practice opening the mouth 
wider in pronouncing each successive word : boon, bowl, bawl. 



GIVING A PROGRAM 109 

A Talk to the Class. On page 106 you gave a talk /S$\ 
in favor of a great patriot. The three highest win- / <fr£AT \ 
ners were recorded by vote. These names will now I f I 
be divided among the class, so that each name has W/ERlCPy 
a team of pupils to work for it. Find more facts ^ — 
about the great American assigned to your team and be ready 
to give as persuasive a speech as possible to urge the class 
to vote for him. 

At the end of the period forget that you were championing a 
certain American and in a spirit of fairness vote for the three 
pupils who made the best speeches, one for each man. These 
three pupils will repeat their speeches on the following pro- 
gram. At that time the class will vote for the third great 
American. 

no. Giving a Program. Decorate the room appropriately 
for the following program. Draw Washington's and Lincoln's 
pictures on the board, and leave a round space for the name 
of the unknown third great American. 



PROGRAM 



THE LANGUAGE PLEDGE. (Page xviii) The class 

A RECITATION. Union and Liberty. (Page 2) . . . . Five pupils 

A READING. The National Flag. (Page 4) A pupil 

declamations. The Birthday of Washington. (Pages 106 and 108) 

Six pupils 
A WRITTEN SPEECH. The Birthday of Lincoln. (Page 108) A pupil 
readings. Letters from" Boys in Service." (Page 107) Three pupils 
A recitation. The Country's Call. (Page 102) . . . Two pupils 
PRIZE TALKS. The Third Great American. (Page 109) . Three pupils 

(Voting by the class and inscribing name on board) 
A reading in RELAY. Washington's Rules. (Page 104) Thirteen pupils 
AN EXHIBIT OF CONDUCT POSTERS The class 




PROJECT 12. 



WRITING AN AIRPLANE 

LOG (I) 




in. Planning a Travel Book. The following newspaper 
account of an air flight across a continent appeared in the 
Philadelphia Public Ledger. Observe how the chief features 
are displayed in the headlines. 



SAVANT OF 50 FLYING FROM CAIRO TO THE CAPE 

Dr. P. C Mitchell, Noted Zoologist, Would Demonstrate 

Adventure Is Not For Youth Alone. Flight May 

Last Two Weeks 

London Times-Public Ledger Service. Special Cable Dispatch 
Copyright, 1Q20, by The Public Ledger Company. 



1 London, Feb. 7. — Dr. Peter Chalmers 
Mitchell, the noted zoologist, is a pas- 
senger in the airplane which the London 
Times has entered in the Cairo-to-the- 
Cape air-flight competition. The reason 
for selecting Dr. Mitchell, who is fifty 
years old, was not merely because of his 
zoological knowledge, but also because 
he wishes to demonstrate that it is possible 
for any one to fly from Cairo to the Cape, 
and that such adventures are not to be 
confined to the daredevil spirit of venture- 
some youth. 

2 The machine itself is a commercial air- 
plane. With the exception of the body, 
it is similar to that used by the late Sir 
John Alcock and Sir A. W. Brown for 
their flight across the Atlantic in June, 
iqiq, and also to that used by Captain 



Sir Ross M. Smith and his brother in 
their flight to Australia. It is fitted with 
two engines of 350 horse power each. It 
has a cruising speed of eighty-five to 
ninety miles an hour. 

3 The machine left England on January 
24 to fly to the airdrome at Cairo, the 
starting point for the proposed journey. 
According to the program, the route from 
Cairo to the Cape is 5206 miles, and the 
flight may last twelve or fourteen days. 
Apart from the starting point, there are 
twenty-three landing grounds. Of these 
Abercorn and Broken Hill are 444 miles 
apart. 

4 The preparation of the landing places, 
the accumulation of gasoline and other 
stores, and further necessary preliminary 
work have taken years to complete. 

The Public Ledger 



Point out the headline and the lead. 

Four men are mentioned. For what is each noted? 

What is an airdrome 3 ? 

Tell about an airplane that you have seen. 



AN AIR FLIGHT ACROSS A CONTINENT 




1 SUDAN 
SEASONAL RAINS 

\A/VI> M 'V \ 

THUNDERSTORM ft / ABYS S , V. 

\1— t S-t^r** 

\ V o «y 

1 EQUATORIAL / 
I \° — -' 

IOHDAM, / 



E9UATPR....A^r.%?...f^* KENYA , 
HEAVY RAINS V ^^f HEAVY 

THUNDERSTORMS^** MlSTS\ 

Tanqanyika\\M •Tabora 
ANO SUDDEN \5&rn>lOS(>H£/?/C 
Abercorn&TANGANYlKA( 
DISTURB 1 , 

/ 




Dr. Mitchell was go- 
ing on this airplane 
flight as an observer of 
animal life and vegeta- 
tion. Why was he se- 
lected ? 

What kind of air- 
plane was used? De- 
scribe it. Tell its cruis- 
ing speed and horse 
power. 

What route was 
planned? Discuss the 
map. Find Cairo and 
Capetown. Find 
Abercorn and Broken 
Hill. How far is it be- 
tween these points ? 

How would a map 
be of value to the 
aviators ? 

Tell about the 
weather belts. Point 
them out on the map. 

Where is the region 
of " sudden disturb- 
ances " ? Find three 
weather conditions 
that would make fly- 
ing dangerous. Which 
is the worst? 



BOL. ADV. EV. ENG. 



112 WRITING AN AIRPLANE LOG (i) 

You will now plan a transcontinental airplane flight. Select 
one continent for the whole class ; or divide the class into 
rival teams, each to take a continent ; or divide it into five 
teams for the five great continents. In the next lesson (the 
talk) you will vote for a continent. 

Your written work will constitute the log of your airship. 
The log is the diary of a ship kept by one of the officers. 
There will be three projects dealing with your trip. You 
should plan to make your work better in each. The best piece 
of work for each written assignment will be copied again for 
the Honor Log to be presented to the school by your class. 

Consult a map in class and find two points to be the begin- 
ning and the end of the flight for each continent ; as, Cairo 
and Capetown for Africa. 

Discuss the advantages of a transcontinental flight for each 
continent. 

112. A Pronunciation Drill. Look up the pronunciation of 
the following words in the dictionary. Practice pronouncing 
them. 

vanilla government poetry pavement literature 

A Talk to the Class. Tell which continent you choose for 
an airplane flight. Give reasons why you would like to 
accompany the airplane as an observer. Tell which points 
you have selected for " stopping places." 

North America Asia Africa 

South America Europe 

Voting for the Best. Record on the board the names of 
pupils speaking for the different continents and vote for the 
best speaker for each continent. 



CLAUSES AS MODIFIERS 113 

113. Writing a Letter. Write a letter to another class. 
Tell about your airplane project and offer to exchange booklets 
with them. 

Make an envelope. The best letter will be sent. 

Clauses as Modifiers. Notice the different ways in which 
the following italicized clauses modify or change the meaning 
of the word to which they belong. 

1. The tallboy, who just arrived, saw the airship. (Description) 

2. He saw the airplane when he went for water. (Time) 

3. The airplane flew as if it were a bird. (Manner) 

4. It flew faster than a train runs. (Comparison) 

5. It fell where the trail turned. (Place) 

6. It fell because the motor broke. (Cause or reason) 

7. The accident would not have occurred if they 

had examined the motor. (Condition) 

You have learned how phrases and clauses differ. Find the 
subject substantives and the predicate verbs in each of the 
above clauses. Which clauses modify the words " boy," 
"saw," "flew," "faster," "fell," and "would have occurred"? 
What does each express? 

Which clauses answer the questions, " Which? " " Why? " 
" When? " " How? " " Where? " and " Than what? " 

Which word introduces each clause? On the board make 
an outline of the introductory words and the ideas they ex- 
press; as, 1. " who " — description. 

WTien a clause modifies a noun (as in sentence 1) or a pro- 
noun, it is called an adjectival clause. When a clause modifies 
a verb (as in sentences 2, 3, 5, 6, and 7) or an adverb (as in 
sentence 4), it is called an adverbial clause. 

Remember : Clauses modify nouns, pronouns, verbs, adjec- 
tives, and adverbs. 



H4 WRITING AN AIRPLANE LOG (I) 

Sentence Building. Compose nine sentences with clauses 
beginning with that, who, which, when, as if, than, where, 
because, and if. Make the sentences apply to your airplane 
flight. Tell which question each clause answers. 

114. Conversation and Outlining. Now that you have 
selected your general plan for a transcontinental flight you 
will plan the details. Using the selection on page no as a 
model, outline what you would say for (/) the observer — 
yourself, (2) the machine, (3) the route, and (4) the prepara- 
tions. 

Look up the story of R 34 at the library. If you wish to 
take R 34 as your machine you may do so. Consult your map 
for the route. 

Make an outline for a preliminary newspaper article, like 
that of The Public Ledger on page no. 

115. Writing Newspaper Articles. Compose an appro- 
priate headline like that on page no. Write the account of 
your prospective airplane flight, following the outline pre- 
pared in the last lesson : I. The observer, II. The airplane, 
III. The route, IV. The preparations. 

Correct the paragraphs : 

(/) Is each paragraph indented ? 

(2) Enlarge the periods. Consider whether each sentence 
deals with the topic of the paragraph. 

(3) Read The Public Ledger's account again. Then read 
yours to see whether you have told about your airplane flight 
with the same accurate detail and interest. 

Read the compositions aloud in class and decide which is 
the best for each continental flight. 



USE OF PHRASES AND CLAUSES 



ii5 



Handwork. During the next few days, draw a map of the 
continent you are exploring, and insert the names of stopping 
places. Try to make your map as helpful to the aviator as 
that on page in is. Consult your geography. Read about 
the weather conditions so that you can insert weather belts. 

116. Correct Use of Phrases and Clauses. A phrase may 
be introduced by a preposition, but a clause is introduced by 
a conjunction. The word "like " should not be used for " as." 
Say " Do as I do " (not " like I do "). The word " without " 
should not be used for " unless " in introducing clauses. 



Right 

1. Fly as I do. 

2. I won't unless you come. 

3. They divided the gasoline 

between the two airplanes. 



Wrong 

1. Fly "like" I do. 

2. I won't "without" you come. 

3. They divided the gasoline 

"among" the two airplanes. 



1. The adjective "like " should be used only where you 
could change the words to " similar to " ; as, " Your dress is 
like mine " (" similar to mine "). 

2. " Without " is always a preposition, not a conjunction. 

3. In using prepositions, be sure to select the one that suits 
the idea. " Between," for instance, is used in speaking of 
two ; and " among," in speaking of more than two. 

Correction and Analysis. (1) Copy the following sentences, 
selecting the correct forms. (2) Underline the clause in each 
sentence. Tell whether it is adverbial or adjectival and put 
a cross under the word it modifies. (3) Analyze the sentences. 



1. A flight (among, between) North America and Africa will 
take place (without, unless) the distance is too great. 



n6 WRITING AN AIRPLANE LOG (I) 

2. The aviator was not afraid to fly (among, between) the two 
countries, because he had performed daring feats in the World War. 

3. The aviator that won the race flew (like, as if) he were a bird. 

4. (Without, unless) you fly, we cannot win. 

5. (Between, among) the airplanes, we found three damaged 
machines, which had to be repaired. 

6. The airship flew (as if, as, like) a bird. 

7. The airplane fell (among, between) two trees. 

8. (Without, unless) you have enough gasoline, do not go. 

117. Study of an Interview. The newspaper reporters 
were eager to get the story of the Cairo-to-Capetown airplane 
flight from the lips of the zoologist who was to accompany 
the airplane as observer. Therefore they interviewed Dr. 
Mitchell. 

The following selection is Dr. Mitchell's story, as they 
wrote it down before he left Cairo : 

1 "All is now ready. The last testing of the engines has been 
done. There is gasoline on board for 1000 miles. There are 
emergency rations for several days. When the sun rises to- 
morrow morning, we shall start. 

2 "The flight seemed the duty of a great newspaper, so I sug- 
gested it to the editor of the Times. I said that brave pilots 
would try anything and that brave young newspapermen would 
go anywhere. What was required, however, was a serious de- 
scription of the route and its possibilities by some one with a 
wider range of knowledge and more wary regard for his own 
comfort than would usually be found in young men ; by one who 
was not aeronaut or traveler, but who had an interest in natural 
history and geology, and in the peoples and plagues of Africa. 
If flying to the Cape is to be more than a feat, the journey must 
be such that statesmen and explorers, business men and adminis- 
trators can undertake it in reasonable comfort. 



STUDY OF AN INTERVIEW 117 

3 "Now, what are the objects of the trip? First, as I have 
already said, to report on it with the cold eye of middle age. 
Next, to traverse the huge continent, the story of which has be- 
guiled me since childhood, and to see within a fortnight many 
of the places that have cost many months of arduous toil and 
the lives of brave men to reach. 

4 "Although we have tried to say as little as possible about 
the trip until it has actually been begun, some people had to 
know about it and many objections have been raised. I shall 
be able to reply to them better when I am at Capetown. The 
first (my own) is simple airsickness. I am a bad sailor and 
expect to have a bad time. The second, more important, 
and urged by all but the experts, are the actual flying 
dangers. In my judgment these are very slight. Naturally, 
I am a little frightened, but then I was frightened when I 
learned to ride a bicycle and so scared that my knees knocked. 
Next come dangers from fevers, malaria, sleeping sickness, and 
all the plagues that have taken so sad a toll of explorers' lives. 

5 "And so to-morrow at sunrise we start to make the golden 
journey from Cairo to the Cape by air." 

The Public Ledger 

Which paragraph is introductory? Which paragraph is 
the conclusion ? What is given in each ? 

What are discussed in the second, third, and fourth para- 
graphs ? 

Discuss in class what you, as observer, will see in the flight 
you are planning. What cities will you pass ? What natural 
features will you see? what animals? what kind of vegeta- 
tion ? what types of people ? Write notes of ideas on your 
airplane flight. 

What weather changes may you encounter ? Are there any 
dangers ? 



n8 WRITING AN AIRPLANE LOG (I) 

118. A Breathing Drill. Inhale quickly and deeply without 
moving the shoulders and chest. Hold the breath while the 
teacher counts five. Exhale slowly as if whistling. Repeat 
this exercise five times. 

A Talk to the Class. For the airplane flight you will divide 
the following subjects among you, so that a pupil will give a 
full account of the one kind of thing seen instead of telling 
about all of them. 

i. Peoples 3. Animal life 5. Natural features 

2. Cities 4. Vegetation 6. Weather changes 

Reminders in Speaking. Copy the following on the board : 

Stand straight. 

Look the class in the eye. 

Speak loud enough to be heard in the back of the room. 

Plan a good opening and a good closing sentence. 

119. Writing a Letter. Write a letter to the other class, 
telling what you expect to see on your trip. Use the topic 
you had for the above talk. 

The best letter for each topic will be selected for the Honor 
Log being prepared by the class. 

Conversation. The newspaper items on the next page 
appeared in the Philadelphia Public Ledger after the Cairo- 
Capetown flight had started. What information do they 
give ? Consult the map on page 1 1 1 . 

Imagine that something happens to interrupt your airplane 
flight. Discuss different things that might happen. Select 
the one you wish to work up as a story. 

By use of your map, outline accurate details : where the 
accident occurred ; its cause ; the amount of the damage ; 
and the escape of the crew. 



WRITING NEWS ITEMS 119 

ANT HILL WRECKS PLANE 

London Times Flyers Halted for Repairs; "Silver 
Queen " Catching Up 

1 London, Feb. 28. — The captain and his mechanician of 
the Times airplane, which was attempting the Cairo-to-Cape 
flight, but was wrecked yesterday in Tanganyika Territory, 
were slightly injured, according to a dispatch received. 

2 The plane crashed against a huge ant hill on landing, and 
although the engines and propellers were not damaged, the 
plane was so impaired that it could not be restored without being 
dismantled. 

3 Members of the crew will make their way to a port in Tan- 
ganyika Territory and return to Egypt by sea. 

4 London, Feb. 28. — The airplane Silver Queen, which repre- 
sents the South African Government in the Cairo-to- Cape- 
town flight, arrived Thursday afternoon at the Kenya 
Colony, only 400 miles northeast of where the Times airplane 
was wrecked Friday. The Public Ledger 

120. Writing News Items. Write a newspaper account of 
the end of your airplane flight, as you worked it out in the 
last lesson. Use three paragraphs, as in the above selection. 
Use a headline as title. 

Correct your paragraphs and copy the revised composition. 

(1) Are the details grouped according to the outline, so 
that there is unity ? 

(2) Is each sentence one complete thought? Enlarge the 
periods. Do not run unrelated ideas together. 

(3) Scan spelling, punctuation, and grammar. 

Read the accounts aloud in class and select the most 
interesting one for the Honor Log. 

Handwork. Make a cover for the log and decorate it. 



# 


PROJECT 13. CELEBRATING 
EXPLORERS' DAY 


h 



121. Finding Facts from Others. There are two kinds of 
facts that you cannot see for yourself : (/) things that hap- 
pened long ago, and (2) things that happened or are found at 
a distance. You must get information about these things 
from books or from other people. 

Since reading for information is such an important part Of 
your training, you should learn to use encyclopedias, dic- 
tionaries, textbooks, books of travel or biography, and maga- 
zines quickly and profitably. 

You will now do some reference reading on the great ex- 
plorers whose names are printed on page 121. In the 
"Biographical Dictionary" at the end of Webster's "New 
International Dictionary " you will find the pronunciation of 
a man's name, with nationality, dates of birth and death, 
and career in which he won fame. In looking up the names 
in a history textbook always consult the index at the back of 
the book. In that way you can find out whether a name is 
discussed in the book. 

Remember: If a book has an index, consult it first. 

Finding Information. The teacher will divide the names 
on page 121 among the class. You will find out (7) the 
greatest achievement of each explorer and (2 ) the approximate 
date when it occurred. If you cannot find the date of the 
exploration, find the dates of the explorer's life. 

Consult an American history first, and if the informatior 
is not given there, consult an encyclopedia or a dictionary. 
During the next few days read all you can find about your 
explorer. Go to the library to find more interesting facts 
about him. 



PICTURE STUDY 



121 




122 CELEBRATING EXPLORERS' DAY 

Each pupil should also look up this information for the 
name opposite that assigned to him so that he can " check up " 
another's report. 

Arrange the names of the explorers on the board according 
to the dates of exploration. Discuss the pictures on page 121. 
Tell which explorers each picture represents. 

122. Principal and Subordinate Clauses. What is the chief 
idea in each of the following sentences ? 

1. The Department of the Interior built a monument to Major 

Powell, because he explored the Grand Canyon of the 
Colorado. 

2. Admiral Peary discovered the North Pole, which had been 

sought by Sir John Franklin years before. 

In the first sentence the clause " the Department of the 
Interior built a monument to Major Powell " is the chief idea. 
The rest of the sentence, beginning with " because," tells why 
the monument was built. 

In the second sentence the clause " Admiral Peary dis- 
covered the North Pole " is the chief idea. The rest of the 
sentence, beginning with " which," is a clause giving additional 
information about the North Pole. 

Both these sentences have two clauses, one that gives a 
principal, or chief, idea, and another that adds a fact to that 
idea. 

A clause containing the chief idea of a sentence is called 
the principal clause. The clause that depends on the principal 
clause is called a subordinate clause, or dependent clause. It 
does not make sense alone. 

Remember : Learn to recognize principal and subordinate 
clauses. 



PRINCIPAL AND SUBORDINATE CLAUSES 123 

Recognizing Clauses. Tell whether a principal or a sub- 
ordinate clause is given in each of the following. Complete 
each sentence. 

1. Roosevelt found the River of Doubt, when 

2. Because Queen Isabella gave him aid, Columbus 

3. Lewis and Clark were leaders of the expedition, which 

4. After the colonists at Jamestown were settled, Capt. John 

Smith 

5. From England sailed John and Sebastian Cabot, who 

6. Pizarro explored the land of the Incas, where 

7. When Fremont went on his expedition, Kit Carson 

Write on the board the versions offered by the pupils and 
see how many different ideas you get for each sentence. 
When two sentences express the same idea, decide which 
sounds the better. 

Writing a Letter. Write a letter to some one at home giving 
an invitation to visit your class for the Explorers' Day 
celebration. Make an envelope and address it. The best 
letter will be sent. 

123. An Enunciation Drill. To open the throat practice 
yawning. Then say ah — ah — ah — ah — ah, the first four 
short, and the last prolonged. 

A Talk to the Class : Making a Report. Outline briefly 
what you have learned from your reference reading about the 
explorer assigned to you (pages 1 20-1 21). Tell (/) when he 
lived, (2) for what country he was working, (j) his great 
achievement and exploration, and (4) its value. 

You may be assigned to your team for the next lesson and 
take notes for your group of explorers. 

124. Writing a Summary. The class will be divided into 
four teams by the teacher. Each team will prepare a 



124 CELEBRATING EXPLORERS' DAY 

summary, using one of the introductory topic sentences given 
below. Select the six explorers you consider most important 
in your group. Use one sentence for each explorer in your 
summary ; and tell what he did and when he did it. Arrange 
the sentences in order of time. 

i. Fearless men penetrated the cruel seas and found the two Americas. 
Columbus Cabots Vasco da Gama Cortez Frobisher 
Drake Balboa Ponce de Leon Pizarro Vespucius 

2. Brave explorers have pierced other continents or frozen seas. 
Livingstone Scott Magellan Peary Shackleton 
Roosevelt Stanley Franklin R 34 Nansen 

3. Before America became free, many explorers had penetrated its wilds. 
John Smith Boone La Salle Marquette Joliet 
Henry Hudson De Soto Cartier Coronado 

4. The opening of the Great West is a thrilling tale of exploration. 
Powell Capt. Robert Gray Lewis and Clark George R. Clark 
Pike Fremont and Carson Bonneville Marcus Whitman 

Correct your paper : 

1. Have you begun with the introductory sentence given above ? 
Do you have seven sentences in all ? Enlarge the periods. 2. Under- 
line the name of each explorer. Is each discussed in a sentence? 

3. Does any sentence have a subordinate clause? Underline 
it with a straight line, and put a waved line under the principal 
clause. 

4. Have you arranged the explorers according to the order of 
date, or time? 5. Number your sentences. 

6. In which do you begin with the explorer's name? in which 
with the date? Observe that the composition sounds better if 
you begin sentences in different ways. 

Copy your corrected paper. Read the summaries aloud 
in class. Try to decide which sound best. 




HOW TO WRITE DIALOGUE 125 

125. How to Write Dialogue. When David Livingstone 
was lost in Africa, an American newspaper man was chosen 
to find him. The following selection gives the conversation 
between Henry M. Stanley and James Gordon Bennett, 
editor of The New York Herald. 

1U I went to the Grand Hotel," says Stanley in reporting 
the interview, "and knocked at the door of Mr. 
Bennett's room. 

2 '"Come in,' I heard a voice say. Entering I 
found Mr. Bennett, the editor of the Herald. 

3 '"Who are you?' he asked. 

4 "'My name is Stanley,' I answered. 

5 "'Ah, yes! sit down; I have important business for you. 
Where do you think Livingstone is ? ' 

6 "'I really do not know, sir.' 

7 " ' Do you think he is alive ? ' 

8 '"He may be, and he may not be,' I answered. 

9 '"Well, I think he is alive, and that he can be found. I am 
going to send you to find him.' 

10 "'What !' said I, 'do you really think that I can find Dr. 
Livingstone ? Do you mean that I am to go to Central Africa ? ' 

11 "'Yes, I mean that you shall go and find him. You will 
act according to your own plans and do what you think best — 
but find Livingstone.'" 

12 The question of expense coming up, Mr. Bennett said : " Draw 
five thousand dollars now ; and when you have gone through 
that, draw another five thousand ; and when that is spent, draw 
another five thousand ; and when you have finished that, draw 
another five thousand, and soon; but find Livingstone." 

13 The two men parted with a hearty hand clasp. "Good 
night, and God be with } ? ou," said Bennett. 

Marden : Stories from Life 



126 CELEBRATING EXPLORERS' DAY 

What two things make it easy to pick out the different 
speeches on page 125? In reporting conversation we usually 
indent each speech as a paragraph. 

Observe that both double quotation marks (" ") and single 
quotation mark* (' ') are used. This is done because Stanley 
is reporting another's speech in his speech. In paragraph 2, 
Mr. Bennett's part is inclosed in single quotation marks, and 
Mr. Stanley's speech begins with double quotation marks. 
Find the places where Stanley quotes Mr. Bennett. 

As the speech of Stanley runs straight through without 
interruption from the first paragraph to the end of the eleventh, 
the double quotation marks are put at the beginning of each 
paragraph and at the end of the last to show that the speech 
is ended. 

Find where Stanley quotes himself. 

Remember. A speech within a speech is inclosed in single 
quotation marks. An ordinary conversation is in- 
closed in double quotation marks. 

In the sentence, " Who are you? " he asked, the clause 
Who are you? answers the question "What?" — he asked 
what? It is a clause used as a noun; therefore it may be 
called a substantive clause. 

Find the substantive clauses in paragraphs 4, 8, 12, and 13 
on page 125. 

Remember : When a clause is used as a noun, it is called 
a substantive clause. 

126. Writing a Dramatic Dialogue. Copy the conversation 
of Bennett and Stanley as a dramatic dialogue. Place 
the name of each speaker in the margin and write his speech 
beside his name. Follow the form given on the next page. 



KINDS OF SENTENCES 127 

No quotation marks are used in a play. 



The Meeting of Bennett and 


Stanley 




[Stanley knocks at Mr. Bennett\ 


• door.) 


Bennett. 


Come in. 

(Enter Stanley.) 




Bennett. 


Who are you? 




Stanley. 


My name is Stanley. 





Pupils should take turns in reading the dialogue aloud. 

127.. Kinds of Sentences. In the following sentences what 
part does the expression " Columbus discovered America " 
play in each ? 

1. Columbus discovered America. 

2. A new continent was found 

when Columbus discovered America. 

3. Vespucius gave his name to this country, 

but Columbus discovered America. 

The first sentence consists of a subject, a verb, and an object. 
There is no clause in it. A sentence without a clause is called 
a simple sentence. 

In the second sentence, " Columbus discovered America " is 
a clause introduced by " when " and modifying the verb " was 
found." Because it modifies the verb, it is a subordinate 
clause, the principal clause being " a new continent was 
found." A sentence consisting of a principal clause and one 
or more subordinate clauses is called a complex sentence. The 
second sentence is complex. 

In the third sentence we find two clauses of equal importance 
connected by the conjunction "but." Both are principal 
clauses. Such a sentence as number 3 above is called a 
compound sentence. The conjunctions " and " and " but " 

BOL. ADV. EV. ENG. IO 



128 CELEBRATING EXPLORERS' DAY 

are used in compound sentences. The parts of a short com- 
pound sentence are separated by a comma. If there already 
are commas in the clause, semicolons may be used. 

Remember : According to structure, or form, sentences are 

simple, complex, or compound. 
A simple sentence has one principal idea, and no clauses. 
A complex sentence has a principal, or main, clause, or 

idea, and one or more subordinate clauses depending on 

some word in the main clause. 
A compound sentence consists of two or more principal 

clauses, or ideas, closely enough related to be used together 

to form a complete sentence. 

Analysis. Tell whether the following sentences are simple, 
complex, or compound ; declarative or interrogative. Give 
the complete subject and predicate of each simple sentence, 
of each principal clause, and of each subordinate clause. Tell 
which word the subordinate clause modifies. 

i. Then began a journey of terrible danger. 

2. Stanley and his men often waded through swamps that were 

filled with alligators. 

3. They forced their way through miles of tangled jungle on their 

hands and knees. 

4. They were obliged to be continually on their guard against 

elephants, lions, hyenas, and other wild animals that lived 
in the jungle. 

5. These wild animals were fierce, but the savage tribes were 

dreaded even more. 

6. When the party stopped to rest, they were tormented by 

white ants, flies, and reptiles. 

7. These pests crawled over them. 

8. Should you like to go on a trip like this? 




MEETING OF STANLEY AND LIVINGSTONE 129 

128. Conversation and Outlining. The following selection 
describes the meeting between Stanley and Livingstone : 

1 The young explorer longed to leap and shout for 
joy ; but he controlled himself, and instead of embrac- 
ing Livingstone as he would have liked to do, he 
grasped his hand, exclaiming, "I thank God, Doctor, 
that I have been permitted to see you." 

2 "I feel grateful that I am here to welcome you," was the 
gentle reply. 

3 All the dangers through which they had passed, all the priva- 
tions they had endured were forgotten in the joy of this meeting. 

4 Doctor Livingstone's years of toil and suspense, during which 
he had heard nothing from the outside world ; Stanley's awful 
experiences in the jungle ; the fact that both men had almost 
exhausted their supplies ; the terrors of open and hidden dangers 
from men and beasts ; sickness ; hope deferred — all were, for 
the moment, pushed out of mind. 

5 Later, each recounted his story to the other. 

Marden : Stories from Life 

Discuss the things that Stanley and Livingstone would 
tell each other. Which sentence sums these up ? Copy it on 
the board as a summarizing sentence. 

What would Stanley tell Livingstone? What would he 
write to Bennett? Outline Stanley's story. 

Write on the board a list of words that would be appropriate 
to such a story, and would give African local color. 

Writing a Business Letter. Imagine the letter Henry M. 
Stanley wrote to James Gordon Bennett, editor of The New 
York Herald, when he found Livingstone on November 10, 
1871, at Ujiji*, after he had pierced his way from Zanzibar. 



Pronounced oo-je'je. 



130 CELEBRATING EXPLORERS' DAY 

129. An Enunciation Drill. Practice enunciating the 
syllables me — me — me — me very distinctly. 

A Talk to the Class : Meetings of Great Explorers. Divide 
the class into pairs to act out the following interviews between 
explorers. The two pupils will come to the front of the room, 
sit down side by side, and tell each other the story of the great 
adventure, beginning, "lam — " 

1 . Columbus and Captain of R 34 

2. Peary and Capt. Scott 

3. Coronado and Major Powell 

4. Balboa and John Franklin 

5. Magellan and Vasco da Gama 

6. Cortez and Pizarro 

7. Henry Hudson and De Soto 

8. La Salle and Car tier 

9. Daniel Boone and John Smith 



10. Ponce de Leon and Sebastian 

Cabot 

11. Pike and Meriwether Lewis 

12. Drake and Capt. Gray 

13. Stanley and Marquette 

14. Marquette and Shackleton 

15. Roosevelt and Livingstone 

16. Kit Carson and George Rogers 

Clark 



130. Giving an Explorers' Program. In a class period 
present the following program. A pupil will copy this rime on 
the board. Can you explain it ? Learn it. 



9<\\ 



Epigram on Sir Francis Drake 

The stars above will make thee known 

If man were silent here ; 
The sun himself cannot forget 

His fellow-traveler. Ben Jonson 








PROGRAM 






A RECITATION. Epigram on Sir Francis Drake. 


(Page 


130) A pupil 


A DIALOGUE 


Bennett and Stanley. (Page 125) 




Two pupils 


A READING. 


Stanley\ 


Trip. (Page 128) . . 




A pupil 


A READING. 


Meeting 


of Livingstone and Stanley. 


(Page 


129) A pupil 


DIALOGUES 


BETWEEN 


EXPLORERS. (Page 130) . 




The class 



PROJECT 14. 



WRITING AN AIRPLANE 
LOG (II) 



131. How the Newspaper Reporter Writes News Accounts. 
Observe the four things given in the following newspaper article. 



<- Headline 

■<- The lead 

<- Introductory 
summary 



Account, giv- 
ing details 



AVIATOR DOWNED BY GIANT 
VULTURE 

Bird Cripples French Flyer's Machine 

Moulmain, Burma, Dec. 17, 1919. — x Lieut. 
Etienne Poulet (a-tyen'poo'la), the Frenchman who 
was beaten in the Paris- Australia air race by Capt. 
Ross Smith, is safe here, after a battle in the air with 
a huge vulture. 2 The bird broke a propeller of his 
machine and forced him to land on a small plateau 
in the mountains. 

3 Lieut. Poulet, who left Bangkok, Siam, on Decem- 
ber 6, two hours after Capt. Smith, had noticed the 
vulture. 4 This was while he was flying at an altitude 
of 1,000 feet over the mountain peaks in Siam, about 
100 miles east of Moulmain. 5 The huge bird circled 
for a time over the aircraft, which was making little 
speed because of bad weather conditions. 6 Then it 
dived straight downward, and struck and shattered 
. the right propeller. 7 When he discovered that it 
would be impossible to continue the journey, Lieut. 
Poulet searched the mountain tops for a suitable land- 
ing place. 8 After he landed he made his own repairs 
and continued to this city. The Sun 

In a newspaper story the headline gives a title, written in 
large capitals. The lead in black type states the main fact 
in other words, a little more fully. Then, in writing the article 
the reporter usually summarizes the story in the first para- 
graph, and in the second paragraph expands it by giving 
details. Discuss how these four things are done in the above. 
131 



132 WRITING AN AIRPLANE LOG (II) 

Continue your airplane log project. The class will be 
divided into rival teams. Choose the two most popular air- 
plane routes discussed on page 112. The best work of each 
team will be used for exhibition. 

Imagine that some animal interferes with the progress of 
the airplane race. Discuss the animals that might cause such 
an accident in your continent. Plan a thrilling scene and 
rescue. 

132. An Enunciation Drill. Inhale quickly. Then breathe 
out, saying ha — ha- — ha-a-a-a. Prolong the last ha. Repeat 
five times. 

A Talk to the Class. Each member of a team has planned 
a thrilling airplane story about a rescue from an animal. 
Tell it to the class. 

The rival teams will sit on opposite sides of the room. 
Each team will vote to decide which is the best story told by 
its members. 

133- Writing a Newspaper Account. Imagine that you 
are a reporter accompanying your airplane flight. Write the 
account of the meeting with the animal. Follow the model 
from The Sun on page 131. 

Correct the account : 

1. Compare your headline, lead, introductory summary, and 
paragraph of details with the model on page 131. 

2. Have you given definite details of place, person, and accident ? 

3. Enlarge the periods. What is the structure of each sen- 
tence — simple, complex, or compound? 

4. Are there any mistakes in grammar? 

Copy your corrected story for the airplane log. Make 
this better than your previous work in the log. 



UNITY, COHERENCE, VARIETY 133 

134. Qualities of a Good Sentence. Copy on the board 
the newspaper account that you have just written. Ask the 
following questions about each sentence : 

1. Does every part of the sentence contribute to the main idea? 
Or are ideas, not closely related, " strung together" as if they were 
a sentence ? To have unity each part of the sentence must add to 
the main idea. 

2. Are the words of the sentences arranged in such an order 
that the meaning is clear ? When words are arranged in good order 
the sentence has coherence. 

3. Do the sentences begin differently? Are they of different 
kinds ? If so, they have variety. 

Analysis and Discussion. Copy the eight sentences from 
the selection on page 131 on the board : 

(1) Point out the simple and the complex sentences. 

(2) Point out the principal and the subordinate clauses. 
Tell which words the subordinate clauses modify. 

(3) Point out the compound predicates. 

(4) Point out the prepositional phrases. 

(5) Tell why each sentence has unity and coherence. 

(6) How do the sentences vary ? 

135. Writing a Letter. Imagine that you are Lieut. Poulet, 
writing a letter to your class. (See page 131.) Tell the story 
of the accident as if he were speaking. Therefore use " I," 
" mine," and " me," instead of " he," " his," and " him." 

Begin it " Dear Girls and Boys." Write from the place 
where the accident occurred. 

Read the letters aloud in class to see which sound the most 
interesting. 



134 WRITING AN AIRPLANE LOG (II) 

Abbreviations and Contractions. In the following sentences 
how are the italicized words shortened ? 

i. Lieut. Poulet was beaten in the Paris-Australia air race by 

Capt. Ross Smith. 
2. Lieut. Poulet's airplane was wrecked on Dec. 17, '/p before 

11. jo o'clock P.M. 

Which of these are abbreviations? Which are contrac- 
tions? How are they punctuated? Observe that in the 
expression " Paris- Australia," the hyphen stands for " to." 

In keeping notes of your reference reading in connection 
with this project you will find the following abbreviations 
useful : 

p. . . . page /. . . . line 

pp. . . pages ch. . . chapter 

The words " eleven thirty," when run together as numbers, 
are separated by a period (" 11.30 "). 

Write abbreviations of the days of the week, the months, the 
states, and ten titles. 

Remember : An abbreviation is followed by a period. 

In a contraction the omitted letter or letters are designated 

by the apostrophe. 
Combinations of time, shown by numbers, are marked with 
the period; as, " 1.30." 
136. Two Kinds of Conjunctions. Which of the italicized 
words below connect ideas of equal weight? Which connect 
something subordinate with a more important part of the 
sentence ? 

1. The lion crept nearer, and the tiger reared to spring. 

2. The elephant was dreaded because it was so big. 

3. Lieut. Poulet's plane came to earth, when the vulture struck it. 



KINDS OF CONJUNCTIONS 135 

Conjunctions, like " and," that connect clauses or ideas of 
equal rank are called coordinating conjunctions. The most 
important coordinating conjunctions are : 

and but either, or neither, nor 

Conjunctions, like " because " and " when," that connect 
a subordinate clause to the principal clause in a complex 
sentence, are called subordinating conjunctions. The most 
important subordinating conjunctions are : 

as if than because as in order 

unless since as though for that 

that though although * if so that 

An Exercise. Point out the coordinating and the subordi- 
nating conjunctions in the following sentences. Analyze the 
sentences. 

1. Airplanes and balloons have explored the air. 

2. The airship landed because the motor was disabled. 

3. The aviator made a dive with his machine, and -thrilled the 
spectators. 

4. Either a balloon or an airplane will be used. 

5. The airplane is of service in times of peace for postal and 
passenger service. 

6. Have you ever ridden in an airplane or examined one closely? 

7. Though it is dangerous, they will go. 

A Baseball Sentence Match. The teacher will give a 
subordinating conjunction from the above list, and the pupil 
" at bat " will use it in three complex sentences. 

137. Conversation and Note-taking. If you will read 
again the adventure of Lieut. Poulet on page 131, you will 
find that he was forced to land on a mountain. 

What do you suppose he saw in the forest? What might 
you see in the continent you are describing for your airplane 



136 WRITING AN AIRPLANE LOG (II) 

flight? Plan thrilling scenes that might be observed at the 
following : 

1. At a water hole 4. Up a tree 7. In a den 

2. On the mountain 5. In the river 8. Beside the trail 

3. At a ruin 6. On the bank 9. In the jungle 

Select one of the topics, and as they are discussed, take notes 
of the good things you might mention in your description. 

138. A Pronunciation Drill. Do not omit the consonant 
at the end of the first syllable of a word. Say ef-fect (not 
"ee-fect"). 

effect efface affront ennoble 

affect afford appear announce 

A Talk to the Class. Tell what you saw in the forest when 
you were forced to land from the airplane. Choose one of 
the scenes discussed above. 

139. Study of a Poem. In the poem on page 137 the poet 
has painted a picture of one of our greatest of birds. Read 
the poem, line by line, and tell why the words are well chosen. 
Why are hooked \ lonely \ ringed x , wrinkled 2 , and thunderbolt 2 
particularly good? 

Copy the poem from dictation. 

The poem pictures the eagle the moment before it swoops 
down on its prey. Imagine the animal you have described 
in your story of the airplane accident, poised for such a pic- 
ture. Talk about his position, his surroundings, and the act 
he commits. 

Remember : Give only the details that deal closely with the 
topic. 
Arrange your ideas in the most effective order, not just as 
they come into your head. 



STUDY OF A POEM 



137 




The Eagle 

1 He clasps the crag with hooked hands ; 
Close to the sun in lonely lands, 
Ringed with the azure world, he stands. 

2 The wrinkled sea beneath him crawls ; 
He watches from his mountain walls, 
And like a thunderbolt he falls. 

Alfred Tennyson 

Writing a Class Parody. The class will compose stanzas 
to describe this animal, using Tennyson's poem as a model. 
The teacher will write on the board the lines selected as best. 
Notice that the three lines in each stanza rime. 

Copy the poem in your best handwriting. The best will 
be chosen for the Honor Log. 

140. Writing a Letter. Write a formal letter in business 
style to Lieut. Poulet in reply to his letter to you. Tell him 
about your imaginary air flight and its disastrous consequences. 
Make your story sound as if it really happened. 

The best letter from each team will be selected for the 
Honor Log. 



PROJECT 15. WRITING AN AIRPLANE 

LOG (III) 



141. Accuracy and Thoroughness in Getting Information. 

Two rules to remember in reading for information are :•(/) Get 
the facts right, and (2) Get all the facts. 

Divide the class into two teams to make another airplane 
flight (as in Project 14) , but this time observe the peoples and 
become acquainted with their governments. Prepare to drop 
messages to these people about our more enlightened govern- 
ment. 

In this third airplane project try to make your written work 
better than in the two other projects and your oral work more 
accurate and interesting. 

Discuss kinds of government, and give examples of each. 
Name the rulers of two prominent governments. 

Consult a geography and an encyclopedia to find out the 
form of government of each country through which your 
airplane will fly. 

Remember : Get the facts right. 
Get all the facts. 

Handwork. Draw a map of the continent. Insert the 
airplane route. Mark the countries. Under the name of 
each country write the form of its government. 

142. Arrangement of Words in a Sentence. The speech 
on the next page was made by Dr. John Witherspoon, president 
of Princeton College, at the famous meeting when American 
patriots were hesitating about signing the Declaration of 
Independence. 

Read the speech silently in order to get the thought. Then 
some one will read it aloud to the class. 
138 




ARRANGEMENT OF WORDS 139 

1 There is a tide in the affairs of men, a nick 
of time. 2 We perceive it now before us. 
3 That noble instrument upon your table, which 
insures immortality to its author, should be sub- 
scribed to this very morning by every pen in the 
house. 4 He who will not strain every nerve to 
carry into effect its provisions is unworthy the name of a 
freeman. 5 Although these gray hairs must soon descend • into 
the sepulcher, I would infinitely rather they would descend 
thither by the hand of the public executioner, than desert at 
this crisis the sacred cause of my country. 

John Witherspoon 

When was this speech made? What was "that noble 
instrument, 3 " or document? Who was its author? 

Write down the opening words of each sentence. Note the 
variety. Which of these is a clause ? 

Sentences may be varied by arranging the words differently. 
For instance, the first sentence above could be " In the affairs 
of men there is a tide, a nick of time." 

When words, phrases, and clauses are inverted or placed 
first, they become more forceful. 
Ordinary Position 



1. Dr. Witherspoon spoke next. 

2. He spoke to the assembled pa- 

triots. 

3. His voice did not falter, although 

he was old. 



More Prominent Position 

1. Next Dr. Witherspoon spoke. 

2. To the assembled patriots he 

spoke. 

3. Although he was old, his voice 

did not falter. 



To avoid confusion in meaning, the word " only " should 
always be placed near the word it modifies. 

An Exercise in Rearrangement. Rewrite Dr. Wither- 
spoon's speech, rearranging words, phrases, and clauses. 
One fifth of the class will memorize the original speech. 



140 WRITING AN AIRPLANE LOG (III) 

143. Writing a Letter. Write a formal letter to the ruler of 
one of the countries through which your airplane flies. Both 
formal and business letters, as you have learned, differ from the 
ordinary friendly letter in giving the person's name and 
address (or name, title, and address) above the salutation. 



Albert 

King of Belgium 

Brussels, Belgium 

Sir: 



Mikado of Japan 
Tokio, Japan 

Sir: 



Tell the circumstances under which John Witherspoon made 
his plea for freedom (page 139). You will have four para- 
graphs. The first paragraph will tell who, when, where, why, 
and what. The second paragraph will be — 

His speech was as follows : 

The third paragraph will be John Witherspoon's speech on 
page 139 with quotation marks at the beginning and the end. 
The fourth paragraph will tell the people of that distant land 
to study the story of American freedom. 

Compare your letter with the models on pages 25 and 73. 
Read the suggestions about paragraphing given above, and 
see whether you have followed them. 

Make an envelope and address it. The best letter will be 
exhibited on the bulletin board. 

Conversation. Discuss how American patriots have pre- 
served our national freedom, as given under the talk on the 
next page. 

144. An Enunciation Drill. In the words on page 141 those 
with wh should sound the h ; as, " whoa " (hwo), and " woe " 
(wo). Make the breathing sound of h first, as if blowing a 



REMINDERS IN SPEAKING 141 

feather, then give the other sounds. Practice the words to 
bring out the difference in sound : 



whoa 


whet 


whir 


which 


Whig 


woe 


wet 


were 


witch 


wig 



A Talk to the Class. In what way did the following Ameri- 
cans work to preserve personal and national freedom at the 
time when each lived? Divide them among the class. 

George Washington James Monroe Abraham Lincoln 

Benjamin Franklin Robert Morris Theodore Roosevelt 



Reminders 

Stand straight. 

Look squarely at your audience. 

Speak to those on the last seats. 

Think beforehand of good opening and closing sentences. 

Convince the audience that your patriot's work was the best. 

145. Writing a Message. To the people of an unen- 
lightened land a message from American patriots like those 
above would be splendid propaganda to drop as placards from 
your airplane. 

Write out as a message the talk you gave above. Improve 
it as much as you can. Begin your message with the saluta- 
tion: 

To the People of : 

Correct the message : 

1. Enlarge the periods, and scan each sentence. Does each 
have a distinct topic, or are several unrelated ideas run together ? 

2. Do the sentences begin differently? 3. Can you improve 
them by changing the position of words, phrases, or clauses? 



142 WRITING AN AIRPLANE LOG (III) 

Handwork. On a big sheet of paper copy your message in 
enlarged handwriting, or print it in large letters for an exhibit 
of placards to be held later. 

146. Study of a Speech. On the opposite page is given 
the message King Albert of Belgium wrote at the palace of 
Brussels on the fifth day of August, 19 14, when his little 
country had been invaded by the Germans on their way to 
France. 

Find the story of the beginning of the World War and 
Belgium's brave resistance. Would it have made any dif- 
ference if Belgium's king had quietly yielded to his strong 
neighbor? How did Belgium suffer for her courage? For 
what do we remember Queen Elizabeth, Cardinal Mercier 
(mer-sya/), and Louvain (loo-vaN')? 

As you read the message, pause at the different sentences 
and discuss the meaning. Read the footnotes. Look up 
the words Ccesar 4 , Gaul 4 , Flanders 5 , and Walloons 5 in the 
dictionary. 

One fifth of the class will memorize King Albert's message. 
Six pupils may practice it in relay. 

A Pronunciation Drill. Practice the following words. 
Sound all the syllables and give full value to the vowels. 
Richness in speech is caused by sounding the vowels fully and 
long. Do not slight any syllables in a word. 

A pupil may read the speech to the school. 

Power (not " par ") Attacked (not " attackted ") 

Our (not " are ") Bravery (not " brav'ry ") 

Of you (not " o'ycm ") Glorying (not " glor'ing ") 

Your (not " yore ") Belgian (not " Belg'an ") 

Hearths (not " herths ") Provocation (not " provercation ") 

Seeing (not " seein' ") Violated (not " vi-lated ") 




KING ALBERT'S SPEECH 143 

To the Army ! 
1 Soldiers : 

Without the least provocation on our part, 
a neighbor, glorying in his power, has torn into 
shreds the treaties that bear his signature and 
violated the territory of our fathers. 

2 Because we have been worthy of ourselves, 
because we have refused to forfeit our honor, 
he has attacked us. But the whole world is 
amazed at our loyal stand. May its respect and its esteem sustain 
you in this supreme moment ! 

3 Seeing its freedom menaced, the nation has been deeply moved 
and her children have hurried to her frontiers. Valiant soldiers 
of a sacred cause, I have confidence in your tenacious bravery, and 
I salute you in the name of Belgium. Your citizens are proud of 
you. You will triumph, for yours is the might that serves the right. 

4 Caesar said of your ancestors: "Of all the peoples of Gaul 
the Belgians are the bravest." 

5 Hail to you, army of the Belgian people ! In the face of the 
enemy, remember that you are fighting for liberty and for your 
menaced hearths. Remember, men of Flanders, the Battle of the 
Golden Spurs * ; and you, Walloons, who now stand on your honor, 
remember the six hundred Franchimontois.f 

6 Soldiers ! I leave Brussels to put myself at your head. 

Albert 



* A battle in 1302 between the French and the men of Flanders, in which the 
French were so badly beaten that over 4000 gilt spurs were left on the battlefield. 
These were hung up in a cathedral as trophies. 

t The people of Liege expelled Louis de Bourbon (the Bishop) and declared war 
on Philip V of Burgundy. Philip's son, Charles the Bold, conquered the city of 
Liege in 1467, and razed the walls of the town. In 1468 the citizens again revolted, 
and Charles was again successful ; but the 600 Franchimontois fought until they were 
all killed. 

BOL. ADV. EV. ENG. II 



144 WRITING AN AIRPLANE LOG (III) 

147. The Form of Phrases. You have learned that a 
phrase is a group of words without subject and predicate, used 
as a single part of speech. 

Phrases may begin in three different ways : 

1. Glorying in her power, Germany invaded Belgium. 

2. Belgium refused to forfeit her honor. 

3. She was protected by her valiant soldiers. 

In the first sentence the phrase " glorying in her power " 
begins with a word ending in ing, that modifies the subject 
" Germany." 

In the second sentence the phrase " to forfeit her honor " 
begins with the word to as part of the verb. 

In the third sentence the phrase " by her valiant soldiers " 
begins with a preposition (" by "). 

Remember: Phrases begin in three ways: (1) with words 
ending in "ing," (2) with verbs introduced by "to," and 
(3) with prepositions. 

How do the following sentences differ? 

A Phrase Condensed 

He defended the honor of his 

country. 
He defended it with success. He defended it successfully. 

The phrase " of his country " means the same as " his 
country's " ; and " with success," the same as " successfully." 
In both sentences the second version saves a word. 

In the selection on page 143 find the phrases and tell how 
each begins. Condense phrases in paragraphs 1, 3, and 5. 

Remember : Get variety and brevity frequently by condensing 
phrases to words. 



He defended his country's honor. 



WRITING A CREED 145 

148. Writing a Creed. The following creed appeared in a 
book about the World War. 

The Fighting Man's Creed 

1 Don't whine. 2 Endure what you can't alter. 3 Get over the 
hard bits of the road by pushing forward. 4 Never know when 
you're licked. 5 Never be elated when you've won. 6 Whether 
you win or lose, don't sit down ; seize on the next most difficult 
thing that you may conquer. 7 For it's not the winning or the 
losing, it's the eternal trying that counts. 

Coningsby Dawson : The Test of Scarlet * 

Which sentence would make a good class slogan? Why? 

One fifth of the class will memorize this creed. 

Compose a creed for the schoolgirls and schoolboys of the 
foreign land through which you are flying. What advice 
will you give about doing school work so as to achieve honor 
for the class and yourself ? 

What are the objections to cheating? to playing " hooky "? 
to being lazy ? to telling tales ? to slighting work ? to guessing 
at answers ? to keeping work slovenly ? 

Outline on the board different things to talk about. 











JeS 










SfrN 


>rhfY% 




\V\ 


^S 








^im^ 




KfcfT 




gpl 






""US 


^'.ll 


? MJ-Z^=\ 


[Jr-^i 
































J== ^" t: 


3-=- y 


(£=j 


\r>~\ 


io^^l^l 


*«3rfv«/ 












-=— 


~"~'*"~ 



* By permission of the John Lane Company. 



146 WRITING AN AIRPLANE LOG (III) 

Writing a Paragraph. Write a Girls' and Boys' Creed to 
send to the boys and girls of a foreign land. Make up a good 
slogan with which to end. 

The best creed will be printed for the Honor Log of the class. 

149. Rival Matches. Divide the class into rival teams and 
hold two Baseball Matches. A captain for each- team should 
be chosen to keep the scores. (See page 47.) 

(1) A Spelling Match, in which each pupil contributes to the 
teacher's list all the words he has misspelled during the year. 

(2) A Sentence Match, in which the teacher gives the pupil 
" at bat " the word phrase or clause, and the pupil then gives 
three sentences exemplifying it. 

Writing a Letter. Write a letter to your principal, (/) tell- 
ing about your airplane project, and (2) reporting which 
team won in your Rival Matches. 

Make an envelope. The best letter will be sent. 

150. A Declamation Day or Democracy Day Program. 
In a class period present the following : 



PROGRAM 



THE FLAG SALUTE The class 

A DECLAMATION. Withers poon's Speech. (Page 139) 

One fifth of the class 
A declamation. A Patriot's Message. (Page 141) 

One fifth of the class 
a declamation. King Albert's Message. (Page 143) 

One fifth of the class 
a declamation. The Fighting Man's Creed. (Page 145) 

One fifth of the class 
a declamation, .4 Schoolboys' and Schoolgirls' Creed. (Page 145) 

One fifth of the class 

a language pledge. (Page xviii) The class 

(Exhibit of Airplane Honor Logs) 



PROJECT 16. MAKING A GARDEN IffifM 



Km ^fil EXHIBIT 



i Si. Getting the Full Meaning of What You Read. If 

you read through the following selection, you will find that 
love of flowers may be a national trait. 

1 After the fall of Constantinople in 1453, Holland grew to be 
one of the gayest garden-lands of Europe. 2 The ranunculus, 
or " little frog" family of plants, the anemones, tulips, hyacinths, 
narcissus, and others, were acclimated, domesticated, and became 
the Dutchman's darlings. 3 Especially did the bulbous flowers 
of the East, like the tulips, find a congenial soil in Holland. 
4 Indeed, the tulip not only drove the serious Dutchman mad, 
but in the sixteenth century all the world went wild over the 
bulbs of Haarlem. 5 Even to-day the drained land left by the 
pumped-out lake of Haarlem is the best for bulbs of any land 
in the world. 6 Whereas in other parts of the Netherlands farms 
do not usually pay over four per cent on the money invested, the 
Haarlem bulb-lands yield a revenue of twelve per cent per 
annum. 7 New varieties of these brilliant exotics are continually 
developed. 8 One of the latest, named the Abraham Lincoln, 
is the direct descendant of an Asiatic ancestor brought westward 
three centuries ago. 

William Elliot Griffis : Brave Little Holland 

You will not have a full understanding of this selection 
unless ^you know the meaning of each word or phrase you 
read. Can you answer the following questions? In which 
reference books could you find the information? 

1. What is meant by "the fall of Constantinople 1 "? 

2. What do the ranunculus 2 , anemone 2 , tulip 2 , hyacinth 2 , 
and narcissus 2 look like ? 

3. What does " were acclimated, domesticated, and became 
the Dutchman's darlings 2 " mean? 

147 



148 MAKING A GARDEN EXHIBIT 

4. How do " bulbous flowers 3 " differ from other flowers? 

5 . What does ' ' congenial soil 3 ' ' mean ? 

6. Why is " drained land 5 " fertile ? 

7. Explain " yield a revenue of twelve per cent per annum. 6 " 

8. Why are tulips called " brilliant exotics 7 "? 

Write on the board a list of (1) vegetables and (2) flowers, 
each pupil contributing all the examples he can think of. 
Copy these lists alphabetically. 

Luther Burbank, the great lover of flowers, says : 

Every child should have mudpies, grasshoppers, waterbugs, 
tadpoles, frogs, mud-turtles, elderberries, wild strawberries, 
acorns, chestnuts, trees to climb, brooks to wade in, water- 
lilies, woodchucks, bats, bees, butterflies, various animals to 
pet, hay fields, pine cones, rocks to roll, sand, snakes, huckle- 
berries, and hornets. Any child who has been deprived of these 
has been deprived of the best part of his education.* 

What other outdoor pleasures from your childhood could you 
add to this list ? With which did you have most fun ? Why ? 

152. An Enunciation Game. Draw a checkerboard and 
write in the spaces words ending in ing. Pronounce the words 
up and down, horizontally, and diagonally. 

A Talk to the Class. Tell the class about three things you 
enjoyed outdoors when you were a child. Tell why you liked 
them. 

A committee of three pupils will sit in the back of the room. 
If they cannot hear the speakers, they will quietly stand up. 

153. Indirect Questions and Answers. In which of the 
following sentences are the question and answer given directly ? 
In which are they reported ? How ? 

* Taken from Luther Burbank's "Training of the Human Plant " by permission 
of the publishers, The Century Co. 



DIRECT AND INDIRECT QUOTATIONS 149 



(a) Direct Questions and 
Answers 

1. He asked, "Are you go- 

ing?" 

2. She replied, "I cannot 

go." 



(b) Reported Questions and 
Answers 

1. He asked whether she was 

going. 

2. She replied that she could 

not go. 



The sentences on the left, (a), give the actual conversation 
with quotation marks. The sentences on the right, (b), report 
the conversation indirectly by changing the direct quotations 
into substantive clauses, introduced by " whether " and 
" that " and used without quotation marks. Observe that 
the pronoun and the verb are also changed. 

Remember : After verbs like say, tell, ask, know, think, wonder, 
acknowledge, believe, and guess, questions and answers 
may be given indirectly as substantive clauses. 

An Exercise : Analysis. Analyze the following sentences. 
Point out each substantive clause. Tell of which word it is 
subject or object. Change as many sentences as possible to 
the direct quotation ; as, 

J Indirect quotation : He said that the garden was lovely. 

\ Direct quotation : He said, " The garden is lovely." 

1. John told the seedman that his seeds were poor. 

2. The seedman asked when John had planted them. 

3. He knew that the gardener had not followed directions. 

4. He said that it was a careless job. 

5. John thought that the gardener had been careful. 

6. He wondered whether the other seeds would come up. 

7. The gardener acknowledged that he had been at fault. 

8. John believed that he was sorry. 

9. The seedman guessed that the gardener would be careful. 



ISO MAKING A GARDEN EXHIBIT 

Writing a Letter. Write a business letter to a firm that 
deals in seeds. Ask for their catalogue. 

Make an envelope and address it. The best letter will be 
sent, so that you can have a book with accurate information 
about flowers and vegetables. Some of you may wish to 
order seeds later for your home gardens. 

154. Study of a Poem. The poet uses fanciful expressions. 
For instance, " slipped her bud ! " is the poet's way of saying 
" began to open." Explain the poetic expressions, " waxed 
in the warm June air 2 " and " till her heart lay bare. 2 " 

The Rose and the Gardener 

1 The Rose in the garden slipped her bud, 

And she laughed in the pride of her youthful blood 
As she thought of the Gardener standing by — 
"He is old — so old ; and he soon will die ! " 

2 The full Rose waxed in the warm June air, 

And she spread and spread, till her heart lay bare, 
And she laughed once more as she heard his tread, 
"He is older now. He will soon be dead ! " 

3 But the breeze in the morning blew, and found 

That the leaves of the blown Rose strewed the ground ; 
And he came at noon, that Gardener old, 
And he raked them softly under the mould. 

4 And I wove the thing to a random rime, 

For the Rose is Beauty : the Gardener, Time. 

Austin Dobson * 

Memorize " The Rose and the Gardener." Copy it from 
dictation. 



* Taken from "Collected Poems of Austin Dobson," published by E. P. Dutton 
and Company, New York. 



GIVING DIRECTIONS 



151 



155. How to Make Something for the Garden. In making 
a garden, we need boxes in which to raise seedlings, garden 
markers to show where flowers are planted, and baskets to 
hold the cut flowers. Can you think of other things that are 
needed ? 

Observe the completeness of the following directions : 



How to Make Garden Markers 

1 A soft wood like hollywood, a knife, and 
some paints are all you need in order to make 
garden markers. If you cannot get a special 
kind of wood, use strips of smooth, thin laths. 

2 Make the markers ten to twelve inches long. 
Make a point at one end with your knife. On 
the other end draw a design *- a little head, a 
bird, a flower, a leaf, or any other conventional 
design. Carve it with your knife. 

3 Paint the marker green or white with ordi- 
nary house paint. After it has dried, color the 
design at the top with oil colors. 



fi 
<- Materials and 
tools needed 



H2 
Size 
Shape 

Design carved 
on end 

H3 
Finishing 
touches 



Remember : In telling how things are made, give definite 
directions. 

Writing a Paragraph. Divide the class into four teams, each 
to select a different object from the following list to make 
outside of school and have ready for the exhibit in a week's 
time. Write directions for making it 

bird box garden marker garden basket window box 



152 



MAKING A GARDEN EXHIBIT 



Handwork. Make the article outside of school. Have 
it ready for the exhibit. 

156. Planning a Garden. In the spring people prepare 
their gardens for " blooming time/' and in the fall for " resting 
time." 

How should gardens be prepared (7) in the spring and (2) in 
the fall? How should yards be cleaned? How can weedy 
patches be redeemed ? 

Tell how the American Garden Army fought in the backyard 
trenches during the World War. Find out the best way to 
make a compost pile, a cold frame, and a hot bed. 

Here is a city girl's plan of a garden. Talk about the 
arrangement of the beds. What things should you most enjoy 
looking at ? 




DESCRIBING A PROCESS 



153 



Handwork. Each pupil should select ten flowers and ten 
vegetables, and make a garden plan with paths mapped out 
as he wants them. Decide upon the size of the yard. See 
who can make the most attractive plan. » 

What can you have to attract birds ? Mark the places for 
them. Print the names of flowers and vegetables. Use 
crayons or water colors to make the plan more attractive. 
Have the plan of your garden ready for the coming exhibit. 

From your catalogue find out how much your garden will 
cost, and write these prices at the bottom of your plan. 

157. Describing a Process. A process is the way, or 
method, in which something is done. In telling how things 
are done three rules must always be kept in mind : 

1. Tell things accurately. 

2. Tell all the things that must be done. 

3. Tell them in the right order. 

Discuss what things are done in the process of raising the 
following staple products : 

Corn Wheat Potatoes Cotton 

Trace the various acts, from getting the seed to storing away 
the product. 

Plan how you could act out one of these processes ; as, a 
Potato Dance, in which boys in overalls go through the process 
of spading the ground, powdering it, planting the potatoes, 
hoeing them, digging them up, filling sacks with them, and 
carrying them to storage. 

Writing a Process. Either make up a song describing the 
process or describe it in a paragraph. Turn to page 141 for 
suggestions about correcting your composition. 



154 MAKING A GARDEN EXHIBIT 

158. The Adjunct Accusative. In the following sentences 
which words are the direct objects ? 

1. They elected John captain of the Garden Army. 

2. Practice made John efficient. 

In the first sentence the noun " captain " completes the 
meaning of the predicate and explains the direct objeci 
" John." In the second sentence the adjective " efficient " 
completes the meaning of the predicate and describes " John." 
A noun that completes the meaning of the predicate and 
explains or describes the direct object is called the adjunct 
accusative. 

Remember : Verbs of choosing, electing, calling, naming, etc., 
may take another noun as adjunct accusative to describe or 
explain the direct object. 

An Exercise. (1) Find adjunct accusatives. (2) Find transi- 
tive, intransitive, and linking verbs. (3) Analyze the sentences. 

1. Boys in our school plant vegetables in the spring. 

2. Weeding is a most important part of gardening. 

3. The boys chose Tom captain of the Garden Army. 

4. The two boys worked in their gardens. 

5. They considered Mary the best gardener. 

6. In the garden the birds' bath was popular with the robins. 

7. The Potato Parade occurred on Saturday. 

8. The class elected Mary chairman of the Garden Army. 

9. They made Anna the treasurer. 

10. The leader of the winning team was late. 

Writing a Letter. Write a business letter to the owner of a 
Store, asking permission to exhibit the best bird boxes, markers, 
baskets, and window boxes in a window of his store. 

Make an envelope. The best letter will be sent. 



USES OF SUBSTANTIVE CLAUSES 155 

159. Six Uses of Substantive Clauses. A substantive 
clause may be used in the ways in which an ordinary noun is 
used: 



1. Subject of the verb. 

2. Object of the verb. 

3. Object of a prep- 

osition. 

4. Adjunct accusa- 

tive. 

5. Predicate nomi- 

native. 

6. In apposition. 



That it was a beautiful garden was well known. 

They saw that it was a beautiful garden. 

You should keep a record of what the garden costs. 

Industry has made his garden what it is. 

The report is that Hugh has the best garden. 

The truth, that gardening is hard work, must be 
realized. 



In the first sentence the substantive clause, " that it was a 
beautiful garden," is the subject of the verb " was known." 

In the second sentence the substantive clause, " that it 
was a beautiful garden," is the object of the verb " saw." 

In the third sentence the substantive clause, " what the 
garden costs," is the object of the preposition " of." 

In the fourth sentence the substantive clause " what it is," 
modifies the object " garden " and therefore is used as an 
adjunct accusative. 

In the fifth sentence the substantive clause, " that Hugh 
has the best garden," is the predicate nominative after the 
verb " is," and explains the subject " report." 

In the sixth sentence the substantive clause, " that gardening 
is hard work," is in apposition with the noun " truth." 

An Exercise: Analysis. Find the substantive clauses in 
the sentences on page 156 and tell how they are used. 
Analyze the sentences. 



156 MAKING A GARDEN EXHIBIT 

1. Make markers that you will find useful later. 

2. They say that a strong soap box makes a good frame. 

3. That an old window frame could be made into a hot bed 

did not occur to Tom. 

4. Always think of what you can do to attract birds. 

5. You can make markers that are excellent gifts. 

6. The rule that the early bird catches the worm applies to 

gardens too. 

7. The reward of his labor was that the garden flourished. 

8. Out of the basket in which grapes are packed, you can make 

a basket for flowers that will be an attractive gift. 

9. She thought that she would stencil a design on the side of 

the basket. 
10. At the store she asked for what she wanted, 
n. Is this what she wanted ? 

160. A Pronunciation Drill. Do not confuse de and dif, 
de and des : 

de sert' de fer' de ser'tion defer ence 

des'ert differ dis ser ta'tion differ ence 

A Talk to the Class. Hold your garden plan up for the 
class to see. Point out the various features of the garden. 
Describe it. Tell its cost. 

At the end of the period vote for the best plan. 

Holding an Exhibit, Parade, and Dance. Bring your bird 
boxes, garden markers, window boxes, and garden baskets to 
school. Arrange them as an exhibit. 

Select a number of boys or girls to give in the yard or on 
the school stage the Potato, Corn, Wheat, or Cotton Dance 
planned on page 153. 

After school have a parade in the school yard, each pupil 
carrying aloft the article he has made. 





PROJECT 17. CELEBRATING INDIAN 
DAY 



161. Finding Information for Indian Day. Among the 
most famous tribes of Indians during colonial days were the 
Five Nations in New York State. They were the Mohawks, 
Oneidas, Onondagas, Cayugas, and Senecas. Look up these 
names in a dictionary, an encyclopedia, or a history. 

What troubles did the red men cause the white settlers in 
those days? Where do the Indians live to-day? Is there a 
reservation in your state? 

During the next two weeks read all you can about Indians. 
Talk with different people about them. Collect pictures 
of them. Make a class list of good books and stories about 
Indians. A pupil will volunteer to make a typewritten copy 
of the list and post it in the corridor. 

A Punctuation Exercise. Insert capitals and marks of 
punctuation in the following selection : 

through a proclamation by governor whitman new york is the 
first state to give official sanction to may 13th as indian day 
the indians throughout the whole country devoted the day to 
renewing the past glories and the present needs of their race 
new york was the home of the five nations mohawks oneidas 
onondagas cayugas and senecas their powerful confederacy was 
the most highly developed government that early america knew 

The Youth's Companion 

How many sentences are there ? What is the structure of 
each? Give the rules for the capitals used. 

Where is there an appositive? a series? How do you 
punctuate these ? 

Copy the selection by dictation. 
157 



158 CELEBRATING INDIAN DAY 

162. Paragraphing in Letters. A letter that runs on and 
on from topic to topic with no break for a new paragraph is 
very tiresome to read. The advantage of paragraphing is 
that it makes topics stand out easily. 

Notice the paragraphing in the following letter : 

Myton, Utah 
May 7, 1921 
Dear Miss Carter : 

1 1 shall soon be fifteen years old. I live on an Indian reser- 
vation ten miles west of Myton on the south side of the Duchesne 
River and one mile from the Ute Indian village. This is a fertile 
little valley with hills on every side. 

2 Perhaps you would like to hear about the Indians. They 
live in wigwams made from green willows woven closely together. 
They cook and eat on the ground. The squaws do most of the 
work, as the men are too lazy. The squaws wear shawls stream- 
ing about their shoulders and carry their babies, or papooses, in 
papoose cases strapped on their backs. When one of the tribe 
is ill, they form a large ring and cry and "pow pow" until the 
patient either dies or gets better. If he dies, they bury his be- 
longings, such as his blanket, jewelry, and beadwork, with him. 

3 My friends and I often have fun with the squaws. We go 
to their camps and ask for beads. They give us many bunches 
of pretty beads and show us how to make pretty Indian bead- 
work. 

4 1 attend a country school here with an enrollment of forty 
students. We drive about two miles to school. 

Sincerely yours, 

Ruth Sherman 

Remember: In letter writing put different topics in different 
paragraphs. 



CONDENSING CLAUSES 159 

Writing a Letter. Write a letter to one of the following 
Indians and tell him how Indians of to-day differ from the 
red men of his day : 

Hiawatha Powhatan Sitting Bull Chingachgook King Philip 

163. Changing Clauses to Phrases. Observe that the fol- 
lowing pairs of sentences differ in form, but not in idea : 

1. The Indian that lived long ago differed from the red man of 

to-day. 

2. The Indian of long ago differed from the red man of to-day. 

3. The Indians attacked when the sun rose. 

4. The Indians attacked at sunrise. 

5. The colonists saw Red Feather, who was leader of the tribe. 

6. The colonists saw Red Feather, the leader of the tribe. 

In the first sentence, the adjectival clause " that lived long 
ago" modifies, or describes, "Indian." In the second sen- 
tence this clause is condensed to the phrase " of long ago," 
still modifying " Indian." 

In which of the remaining sentences are clauses used ? In 
which are the clauses condensed ? Where is a clause condensed 
by apposition ? 

Remember : For brevity and variety learn to change phrases 
to clauses or clauses to phrases. 

Condensing and Analysis. (1) Copy the following sen- 
tences with the clauses condensed to phrases. (2) Analyze 
the sentences. 

1. Pocahontas, who lived in Virginia, was an Indian princess. 

2. The Indians used wampum, which was their money. 

3. While the sun was setting, the tribe held the snake dance. 

4. The Delaware River is named after the Delaware Indians, 

who were a tribe in Pennsylvania. 

BOL. ADV. EV. ENG. 12 



160 CELEBRATING INDIAN DAY 

5. Because the corn crop had failed, the Indians suffered from 

famine. 

6. When an Indian died, they buried his treasures with him. 

7. Upon the reservations, which are found throughout the 

country, the last Indians still live. 

Handwork. Outside of class prepare a poster for Indian 
Day. Use paints or crayons to bring out the Indian colors. 

164. A Humming Game. To form good tone the breath 
must pass out through both nose and mouth. To open the 
nasal passage, hum m-m-m with the lips lightly closed. Then 
drop the lower jaw and let the humming sound come out 
through both mouth and nose. 

A Talk to the Class. Divide the class into eight teams, 
each to find interesting stories about Indians during colonial 
days. Draw a map to illustrate your talk, if you like. 

1. Indians in Virginia 5. Indians in Canada 

2. Indians in New York State 6. Indians in Pennsylvania 

3. Indians in New England 7. Indians in Boone's country 

4. Indians in the far South 8. Indians along the Mississippi 

Reminders 

1. Have your facts right. 

2. Give enough facts to make a complete story. 

3. Tell the facts in the right order of time. 

4. If you point to a map drawn on the board, do not turn your 

back to the class. 

165. Writing an Indian Booklet. Each team will divide 
among its members the different stories from history connected 
with its topic. Each pupil will then write about his subject. 
The compositions will make an interesting account of Indians 
of colonial days. 



WORKING BY COMMITTEES 161 

Correct your composition : 

i. Do you give definite and accurate details about your topic — 
in date, place, name of Indians? 

2. The account of a happening should tell who, when, where, and 
what. Sometimes it will tell why. Find these in your account. 

3. Enlarge the periods. Scan each sentence to see whether any 
sentence has too many ideas run together with "and." 

4. Are the sentences varied in the way they begin? Or do you 
begin each sentence with the same word? 

Rewrite your composition. 

Bind the paragraphs of a team together. 

166. Working by Committees. The eight teams will com- 
bine, in pairs, to form four large committees to prepare for 
Indian Day. 

The first committee will plan attractive programs for the 
class. 

The second committee will plan decorations for the class- 
room. 

The third committee will plan a poster announcement of the 
booklet. 

The fourth committee will plan to get various Indian relics 
for the celebration. 

These four committees, or groups of pupils, will meet quietly 
together in different parts of the room. They will choose a 
chairman by writing on a slip of paper the name of the best 
leader in the group. After votes are counted the boy or the 
girl with the highest vote will preside over each group as 
chairman. 

At the end of ten minutes of discussion each chairman will 
report to the class as a whole what the members of his 
committee have talked about. 



162 CELEBRATING INDIAN DAY 

Writing a Letter. Write a letter to the person in your 
community who might lend you Indian relics for your Indian 
Day. Tell why you want them and how you will care for 
them. 

Make an envelope and address it. The best letter will be 
sent. 

167. Arrangement of Words. On the next page is part 
of one of the most beautiful speeches about the Indian. If 
there are any words you do not know, look them up in the 
dictionary. 

Read each sentence aloud. Notice that the first sentence 
begins with a time phrase ; the second, with an adverb of place. 
How do the other sentences begin ? 

Tell the structure of each sentence. In which sentences 
are the clauses put first ? 

In the tenth sentence notice how the word " too " is inserted 
parenthetically. It is cut off by commas. Whenever words 
like " too " or " however " are inserted in sentences in this 
way, they are cut off by commas. 

Which sentence do you think sounds most like an orator's ? 
Practice reading it aloud. 

Memorize the speech. Let three pupils at a time practice 
declaiming it in relay. 

Remember : Inversion of the parts of a sentence adds beauty. 

An Enunciation Drill. Practice giving full value to the 
following words in the speech : 

Generations 1 (not " gen'rations ") Daring 5 (not " darin' ") 

Revelation 12 (not " rev'lation ") Beings 2 (not " bein's ") 

Echoing 8 (not " eckwing ") Spin't 10 (not " spirut ") 

Defying 8 (not " defyin' ") Around 12 (not " aroun' ") 



THE PASSING OF THE AMERICAN INDIAN 



163 



itt 


bjg 


IJ3 


SlI 


J r%*m rt 




IWff 










_u -'j|yjiP^ 





1 Not many generations ago, where you now sit, encircled by 
all that exalts and embellishes civilized life, the rank thistle nodded 
in the wind, and the wild fox dug his hole unscared. 2 Here lived 
and loved another race of beings. 3 Beneath the same sun that 
rolls over your heads, the Indian hunter pursued the panting deer. 
4 Gazing on the same moon that smiles for you, the Indian lover 
wooed his dusky mate. 

5 Here the wigwam blaze beamed on the tender and helpless, 
the council fire glared on the wise and daring. 6 Now they dipped 
their noble limits in your sedgy lakes, and now they paddled the 
light canoe along your rocky shores. 7 Here they warred. 8 The 
echoing whoop, the bloody grapple, the defying death song, all 
were here. 9 And when the tiger strife was over, here curled the 
smoke of peace. 

10 Here, too, they worshiped, and from many a dark bosom went 
up a fervent prayer to the Great Spirit. n He had not written 
his laws for them on tables of stone, but he had traced them on the 
tables of their hearts. 12 The poor child of nature knew not the 
God of revelation, but the God of the universe he acknowledged 
in everything around. 

Charles Sprague : The North American Indian 



1 64 CELEBRATING INDIAN DAY 

168. Conversation and Discussion. Divide the class into 
four new teams to find information about the following : 

i. Indian relics 3. Indian customs 

2. Indian legends 4. Indian dances 

Look up your topic at the library. Take brief notes of any 
names or dates. 

Make an outline for a good account. 

169. Writing an Indian Booklet. Write the account that 
you have outlined. Make this work better than the other 
booklet. 

Turn to page 161 and use the suggestions for revising your 
composition. 

After you have corrected it (see page 161), copy it as neatly 
as possible. Bind the compositions of each team together as 
a booklet. 

170. Giving an Indian Program. During the class period 
the committees formed on page 161 will take charge. The 
class will vote, before the period, for one of the chairmen to 
preside. Decorate the room, distribute the programs, place 
the posters in a prominent position, and arrange the exhibit 
of Indian relics where they may be easily viewed. 



PROGRAM 



f 



A CAMPFIRE TABLEAU Girl scouts 

A DECLAMATION. Speech on the Indian. (Page 163) . . A pupil 
talks. What Interested Me Most about Indians. (Page 160) The class 

Exhibit of Indian Booklets 

AN Indian dance. (After school in the yard) .... Boy scouts 



H 



PROJECT 18. PRESENTING A " NATIONS 
OF THE WORLD" PAGEANT 




171. Planning a Pageant Poster. For a " Nations of the 
World " pageant national costumes should be looked up. At 
the library, in school, or at home find pictures of the most 
important costumes used by different nations. Why do they 
seem queer to us? Which costumes would look well on a 
poster ? 

Discuss different kinds of posters. 

The following selection shows that Theodore Roosevelt 
thought we could get ideas from other nations and still preserve 
our Americanism : 

1 Our sons and daughters should be educated here 
and not abroad. 2 We should take freely from every 
other nation whatever we can make of use, but we 
should adapt and develop to our own peculiar needs 
what we thus take, and never be content merely to 
copy. 3 Our nation was founded to perpetuate demo- 
cratic principles. 4 These principles are that each man is to be 
treated on his worth as man without regard to the land from 
which his forefathers came and without regard to the creed which 
he professes. 

Theodore Roosevelt: Address on Americanism 

Talk about each sentence separately. Which part of this 
selection would make a good slogan to use on the poster for 
your pageant ? 

In the fourth sentence " each man " is talked about. What 
pronoun is used to refer to him? Whenever you use the 
words each and every, you must use a singular pronoun {he, him, 
she, her — not, "they," " them") or a possessive adjective {his, 
her — not " their ") to refer to it. 
165 




1 66 PRESENTING A PAGEANT 

You should say " Every one of the girls took her books " 
(not " Every one of the girls took their books ")• 
Memorize the selection by Roosevelt on page 165. 

Remember : With each and every use singular pronouns, as 
" he," " she," " it," etc., or singular possessive adjectives, as 
" his," " her," or " its." 

172. A Pronunciation Drill. Do not confuse pre with per. 
Practice the following : 



perform (not 


" preform ") 


persevere 


persuade 


perhaps (not 


' prehaps ") 


permit 


perverse 


perplex (not ' 


' preplex ") 


pertain 


persist 



A Talk to the Class. Tell the class what kind of poster you 
would like to make. If possible, make a rough sketch of it. 
Tell what national costume and which slogan you would like 
to use. Tell what facts should be given to announce the 
pageant. 

Make your sketch large enough for the class to see. A 
pupil can hold it up for you while you explain it. Let each 
pupil choose a pupil beforehand to be his " aid." 

173. Handwork. Make your poster. Use crayons or 
water colors. Make it as large as you can. Print your slogan 
in large letters. Ordinary wrapping paper may be ironed out 
to make it smooth, or pasted on cardboard to give it body. 

Place the posters around the room on the blackboard ledge, 
and talk about their strong and weak points. 

Vote for the best poster. Write on a piece of paper the 
name of the pupil who made it. The teacher will appoint two 
tellers to collect the votes. She will record these on the board : 
Tom Smith /%/// Mary Arliss tHJ 1 1 1 1 



AN AMERICAN'S CREED 167 

174. Seeing the Relationship of the Parts of a Sentence. 

The following selection consists of two sentences, each a 
paragraph in itself. Each sentence has unity because all the 
parts relate closely to the main topic, which is italicized. 

The American's Creed 

1 / believe in the United States of America as a Government of 
the people, by the people, for the people ; whose just powers are 
derived from the consent of the governed ; a democracy in a re- 
public ; a sovereign Nation of many sovereign States ; a perfect 
union, one and inseparable; established upon those principles 
of freedom, equality, justice, and humanity for which American 
patriots sacrificed their lives and fortunes. 

2 1 therefore believe it is my duty to my country to love it; to sup- 
port its Constitution ; to obey its laws ; to respect its flag ; and 
to defend it against all enemies. William Tyler Page 

In the following full outline of this selection notice how the 
thoughts fall into place. 
I. / believe in the United States of America as 

A. a Government of the people, by the people, for the people ; 

1. whose just powers are derived from the consent of the 
governed ; 

B. a democracy in a republic ; 

C. a sovereign Nation of many sovereign States ; 

D. a perfect union, one and inseparable ; 

1. established upon those principles of freedom, equality, 
justice, and humanity for which American patriots 
sacrificed their lives and fortunes. 
II. / therefore believe it is my duty to my country 

A. to love it ; 

B. to support its Constitution; 

C. to obey its laws ; 

D. to respect its flag ; and 

E. to defend it against all enemies. 



168 PRESENTING A PAGEANT 

Copy the outline of " The American's Creed " (page 167) on 
the board. 

The first sentence in the selection on page 167 gives four dif- 
ferent ways in which the writer believes in the government of 
the United States. Discuss each of these separately. Tell 
how he explains two of them. 

In the second sentence the writer states five duties that each 
American owes to his country. Discuss these. With which 
laws do you come most in contact — federal, state, county, or 
municipal ? 

Observe that in topic I of the outline the subordinate parts 
begin with the indefinite article "a," and in topic II, with " to," 
followed by a verb. The subordinate parts then become a 
series, each part separated by a mark of punctuation. If 
these are important details, they may be separated by semi- 
colons. Ordinarily commas are used in a series of words. 

Remember: Express similar subordinate parts in a similar 
way. Separate them by semicolons, if they are im- 
portant details ; otherwise use commas. 

• 

175. Memory Work. Memorize " The American's Creed " 
on page 167, for it is a good creed for your class to adopt. 
Write it from memory. 

Writing a Letter. Write a business letter to your super- 
intendent of schools, (1) telling him that your class is planning 
to present a " Nations of the World " pageant at a later date, 
(2) inviting him to be present, and (3) informing him that you 
are learning "The American's Creed." Close your letter 
by quoting the creed. 

Make an envelope and address it. The letter that shows 
the greatest improvement will be sent. 



REFERENCE READING 169 

176. Planning a Pageant. Select a chairman. Divide the 
rest of the class into five teams. To each will be given a 
different continent for which the team will be responsible : 

North America South America Europe Africa Asia 

From your geography make the following lists for your 
continent : (1) physical features ; (2) races ; (3) political 
divisions ; and (4) products. 

From an ancient history find out which continent had the 
oldest civilization; which, the next oldest; which, the next 
oldest. You can then arrange the continents according to age 
of civilization. How can you account for the fact that the 
continent where civilization began is to-day the most uncivil- 
ized? 

Each group will choose a pupil to take the part of the 
Spirit of the Continent which they are reading about. The 
chairman of the class will take the part of Civilization. His 
or her business will be to help the others do their work well. 

Each pupil chosen to be a Spirit of the Continent will 
look up the history of the continent in a reference book, to 
find out and report how it was opened to the world. 

The other members of the team will select the most impor- 
tant countries to represent their continent and begin to read 
about (1) the physical features, (2) the races, (j) the products 
and resources, (4) the government, and (5) the national song, 
where possible. 

Look up national songs in your song book, at home, or at 
the library. 

Prepare folk dances to give in the yard after school on the 
day of the pageant, if your teacher is willing. Practice these 
yourselves. 



170 



PRESENTING A PAGEANT 



177. Writing a Speech. The five pupils representing 
Spirits of Continents will write compositions telling which is 
the oldest part of each continent or how it was discovered and 
explored. They will give as many interesting facts as possible. 
Each will begin : 

"I am the Spirit of . I was born (or discovered) . . ." 

The chairman representing Civilization will write how a 
civilized country differs from an uncivilized country, begin- 
ning : 

" I am Civilization. I . . ." 
The members of the teams representing countries will begin : 

"I am . . . (Name of country) . . . ." (Then they will 
tell (7) the physical features, (2) the products and resources, 
(3) the government, and perhaps (4) the national song.) 

Write the speeches on the board in class and read them 
aloud. Make suggestions for improving them. 

178. Preparing Tableaux, Charades, and Pantomimes. 
Each team will get together and plan tableaux, pantomimes, 
or charades for their continent. 

(1) Plan the costumes. What might be cut from paper 
and pinned on the different Spirits to suggest the greatest thing 
or things each continent has given to the world ? Consult The 
National Geographic Magazine. 

How might a paper crown show the name of each country ? 
How might Civilization be dressed to look the part ? Civil- 
ization stands for enlightenment. 

(2) Plan the tableaux : 

(a) Civilization surrounded by the Spirits of the Continents. 



CHARADES AND PANTOMIMES 



171 



I. 


tea 


8. 


2. 


cork 


9- 


3- 


dates 


10. 


4- 


sugar 


11. 


5- 


wheat 


12. 


6. 


spices 


13- 


7- 


coffee 


14. 



15. ostrich feathers 

16. rubber 
a Sheffield knife 
woolen cloth 
a cuckoo clock 
drawn work 
famous paintings 



(b) Each Spirit of a Continent surrounded by her Countries., 
Rehearse these tableaux in class. 

(3) Next plan how to act a charade or a pantomime of one 
of the products, or industries, for which your continent is 
famous. From the following list each team will select an 
article that comes from their continent and act a charade to 
illustrate it : 

silk 

cocoa 

bananas 

ivory 

dairy products 

cotton cloth 

porcelain 

179. Writing a Letter. Write a letter to a veteran of the 
World War, inviting him to come to see your pageant. 

Make an envelope and address it. The best letter will be 
sent. 

Practicing Parts. Practice the pageant on pages 172-174, 
using the countries that you have selected. In previous lessons 
the speeches have been composed. Pronounce them very 
distinctly. 

Let different pupils try the parts. 

180. Presenting a Pageant. In a class period act the 
pageant of " The Nations of the World." If you have an 
auditorium in your school, present the pageant there, with 
veterans as visitors. 

Copy a program of the characters and pupils portraying 
them. 

After school have a parade through the school yard and 
perform the folk dances there. 



172 PRESENTING A PAGEANT 

The Nations of the World 

Characters 

Civilization Spirit of North America Spirit of Asia 

Spirit of Europe Spirit of South America Spirit of Africa 

" The Various Countries of these Continents 

{Enter Civilization in along white robe, carrying the Torch of Kncrml- 
'edge. She passes slowly across the stage, with head bowed. At the 
far side she pauses, and faces the audience.) 

Civilization. I am Civilization. I . . . (page 170) . . . I will 
call my children from the farthest realms of earth and air to tell 
me of their worth. (She strikes the ground three times with the 
rod of the torch in her hand.) Spirit of Africa, come, come ! 

(Enter a bowed, ancient dame, in uncivilized garb of grasses and 
hay, followed by Spirits or Asia, Europe, North America, and 
South America, each appropriately costumed.) 

Civilization. Speak, I adjure you ! What is your history ? 
Why does the oldest of lands wear this uncivilized garb ? Speak ! 
Spirit of Africa (stepping forward). I am the Spirit of 
Africa. . . . (Tells of the greatness of Egypt, page 170.) 
(Passes across the stage.) 
Spirit of Asia (stepping forward). I am the Spirit of 
Asia. . . . (Tells of the greatness of India, China, Assyria, 
Chaldea, Babylonia, Persia, and Palestine, page 170.) 
(Passes across the stage.) 
Spirit of Europe (stepping forward). I am the Spirit of 
Europe. . . . (Tells of the glories of Greece and Rome, of 
building of modern nations from wandering tribes, page 170.) 
(Passes across the stage.) 
Spirit of North America (stepping forward). I am the Spirit 
of North America. . . . (Tells of her discovery, of her early 
colonies, and setting up a free nation, page 170.) 
(Passes across the stage.) 



"THE NATIONS OF THE WORLD" 173 

Spirit of South America {stepping forward) . I am the Spirit 
of South America. . . . (Tells of discovery by Vespucius, 
Pizarro, and Magellan, page 170.) (Passes across the stage.) 
Civilization. You shall now prove to me your worth, O Spirits 
of the Continents. How have you spread my message of en- 
lightenment ? 

(Civilization remains seated in center with Spirit of Africa 
at her feet. The other Spirits group themselves about her.) 
Spirit of Africa (moving to the side and going through an incan- 
tation). From torrid clime and jungle wild, come, children of 
Africa, and speak. 

(Enter the Countries of Africa.) 

Egypt. I am Egypt. . . . (See page 170 for the speech.) . . . 

(One after another the other parts of Africa give their speeches. As 

each finishes , he joins the group about the Spirit of Africa to form a 

tableau. When all have spoken, the group gives a pantomime or a 

charade of an African industry or product.) 

Spirit of Asia (moving to the side and going through an incan- 
tation). From China's wall and Babylon's tower, come, 
children of Asia, and speak. 

(Enter the Countries of Asia.) 
China. I am China. . . . (See page 170 for the speech.) . . . 
(The other Countries of Asia give their speeches, page 170, join 
the group about the Spirit of Asia to form a tableau, and give a 
pantomime or a charade of an industry or a product) 

Spirit of Europe (stepping forward). Enlightened lands of 
art and power, speak, O children of Europe. 
(Enter the Countries of Europe.) 
France. I am France. . . . (Seepage 170 for the speech.) . . . 
(The other Countries of Europe give their speeches, page 170, join 
the group about the Spirit of Europe to form a tableau, and give a 
pantomime or a charade of an industry or a product) 



1 74 PRESENTING A PAGEANT 

Spirit of North America {stepping forward). Young among 
the nations you may be, but speak and give your message, O 
children of North America ! 

{Enter Countries of North America.) 

The United States. I am the United States. . . . (See page 
170 for the speech.) . . . 

{The other Countries of North America give their speeches, page 
170, join the group about the Spirit of North America to form a 
tableau, and give a pantomime or a charade of a North American in- 
dustry or product.) 

Spirit of South America {stepping forward). From torrid 
clime and southern zone, come, children of South America, 
and speak your message. 

{Enter Countries of South America.) 

Argentina. I am Argentina. . . . (See page 170 for the 
speech.) . . . 

{The other Countries of South America give their speeches, page 
170, join the group about the Spirit of South America to form a 
tableau, and give a pantomime or a charade of a South American industry 
or product.) 

Civilization {rising, and holding the Torch of Knowledge high 
aloft). Hail, Spirits of the Continents, and Nations of the 
World ! {Each _ Spirit of a Continent stands with arm 
stretched upward in salute, while her Nations rest on bended knee 
about her.) Carry the message of light — knowledge, liberty, 
and brotherly love — to people yet unborn. 

The United States {stepping forward with the American flag). 
I believe in the United States of America. . . . [Recites 
" The American's Creed," page 167.] . . . 
{Final tableau, the flag salute.) 

E. M. B. 



THE NATIONS OF THE WORLD" 175 




BOL. ADV. EV. ENG. — 13 




PROJECT 19. HOLDING A SCOUT 
CAMPAIGN 




181. Learning How to Do Things. Imagine that your 
class, like Robinson Crusoe or the Swiss Family Robinson, 
were stranded in an unknown land without the things of 
civilization about you and dependent upon your quick wit 
and capable hands for food, clothes, and shelter. What 
could you do ? 

How could you get food? 

How could you get clothes ? 

How could you get shelter ? 

The following selection will give you some suggestions about 
these three questions : 

x "What queer-looking trees, father!" said Fritz. "Look 
what strange bumps there are on the trunks." 

2 As we drew near, I recognized them as calabash trees, the 
fruit of which grows in this curious way on the stems. They are 
a species of gourd, from the hard rind of which spoons, bowls, 
and bottles can be made. "The savages," I remarked, "are 
said to form these things most cleverly, using them to contain 
liquids. They actually cook food in them." 

3 "But that is not possible," replied Fritz. "I am sure this 
rind would be burned through as soon as it was set on the fire." 

4 "I did not say that it was set on the fire at all." 

Wyss : Swiss Family Robinson 

How could they cook in a gourd without setting it on the 
fire? How could they make bowls, spoons, and bottles from 
gourds? If you cannot find out, get "The Swiss Family 
Robinson " at the library and read the story. Read " Robin- 
son Crusoe," too, if you have not already read it. 
176 



VARIETY IN SENTENCES 177 

182 . Writing a Letter. Write a challenge to a class in another 
school to take a " hike " on a certain day. Select the route. 
Your class will plan to begin walking at one end of the route ; 
and the other class, at the other end. Thus you will pass each 
other on the way. By starting at exactly the same time and 
recording the exact time when each class reaches the end of 
its walk, you can see who made the better record for good 
walking. Each class should keep together, for this is to be a 
class " hike." Make and address an envelope for the challenge. 

Variety through Kinds of Sentences. The following poem 
well sums up the longing of the boy scout and the girl scout 
to " rough it." 

Do You Fear the Wind? 

Do you fear the force of the wind, 

The slash of the rain ? 
Go face them and fight them, 

Be savage again. 
Go hungry and cold like the wolf, 

Go wade like the crane : 
The palms of your hands will thicken, 

The skin on your cheek will tan ; 
You'll grow ragged and weary and swarthy, 

But you'll walk like a man ! 

Hamlin Garland 

Talk about different things that you can do outdoors. 
How does each sentence in the above poem begin? What 
is the purpose of each? Memorize the poem. 

Remember : For variety use questions and commands as well 
as statements. 



178 HOLDING A SCOUT CAMPAIGN 

183. An Enunciation Drill. Give full value to all the 
syllables of a word. Do not shorten the initial syllable. Say 
" because " (not " b'cuz " nor " buh'cause "). 

because beside belief behold 

before believe besides bereaved 

A Talk to the Class. Divide the class into six teams, each 
to tell how to do one of the following : 

1. Make a shelter 4. Cook outdoors 

2. Build a fire 5. Make a canoe 

3. Make utensils 6. Catch wild animals 

Outline beforehand the various stages in the process so that 
you will omit none and will get them in the right order. 
Do not begin a sentence with "And - a " or " Why - a." 

184. Writing a " Robinson Crusoe " Booklet. Each of the 
six teams will now make a story about its topic (see the above 
talk). Each team will try to make this the best work of the 
year, for the most interesting composition from each group will 
be selected for the class booklet of " Robinson Crusoe." 

The class will choose names for several boys or several girls 
lost in the woods. Use these as characters in your composi- 
tion. 

Correct the composition : 

(j) Enlarge the periods and scan each sentence closely. Is it 
simple, complex, or compound ? If it is complex or compound, are 
the clauses closely enough related to form a complete idea? 

(2) Scan spelling, punctuation, and grammar. 

(3) Do your sentences begin differently or are the beginnings 
monotonous ? 

Rewrite your composition. 



CORRECT USAGE 179 

Read the compositions aloud in class. After those of each 
group have been read, write down the name of the writer of 
the most interesting one. 

185. Correct Usage. Remember the following rules: 

1 . In questions shall is always used in the first person ; as, 
" Shall I be punished ? " 

In the second person shall is used when shall is expected in 
the answer, and will when will is expected in the answer ; as, 
11 Shall you be there?" ("I shall be there.") "Will you 
assist me? " ("I will assist you.") 

2. The conjunctions either and or {neither and nor) are called 
correlatives. They are used in pairs. Always use nor with 
neither (not "or"). Say "Neither Tom nor Ned can go" 
(not " Neither Tom or Ned "). 

3. When the word self or selves is joined to the pronouns 
my, your, him, her, it, our, and them, the following pronouns 
are formed : 

myself himself itself yourselves 

yourself herself ourselves themselves 

The chief use is to bring out the idea of self; as, " I hurt 
myself" or " She did it herself." You should not use these 
pronouns where the ordinary pronouns serve the purpose. 
Say, " Mildred and I paddled the canoe to the shore " (not 
" Mildred and myself "). 

4. The words every and each must be used for one person, 
or a singular word, with " his " or " her " (not with " their "). 
Say, "Every one of the girls took her books " (not " Everyone 
of the girls took their books.") 

An Exercise. In the sentences on page 180 select the cor- 
rect form and explain the rule for each choice. Analyze them. 



180 HOLDING A SCOUT CAMPAIGN 

i. Each one of us took (his, her, their) lunch basket. 

2. (Will, shall) we walk to the swimming pool? 

3. Neither the cat (or, nor) the dog (were, was) there. 

4. The scout master and (myself, I) took a " hike." 

5. The deer hurt (it, itself) in the fence. 

6. (Will, shall) you teach me wigwagging? 

7. Either a wildcat (nor, or) a bear (was, were) here. 

8. Alice looked at (her, herself) in the river. 

9. (Shall, will) we beat them in the "hike"? 

10. (Either, neither) Harry or Will (were, was) at home. 
186. Seizing Opportunities. The following little story has 
a powerful message, for the "old man " is opportunity. Here 
he is talking to Jamie. 

"I'll tell you about other things — your wasted opportunities. 
For example, you saw a bird's nest robbed to-day, and never 
said a word when you might have saved it. When you saw that 
little boy drop his marbles, you only laughed at him when you 
might have helped to pick them up. 

"You let your sister take that long walk to the post office this 
afternoon, when you could have gone there easily on your bicycle. 

"There was another wasted opportunity when you were so 
inattentive to your history lesson in school. You flew into a 
passion, too, because your shoe string was in a knot, and thus 
you wasted an opportunity of self-control. You forgot to rise 
and offer your mother a chair when she entered the room — and 
wasted an opportunity to be polite. 

"You bought chewing gum after resolving never to buy it 
again. Was not this a waste of both money and good resolu- 
tions? It's in your power to lighten my daily load very much. 
But, hark ! Your mother is calling you ; don't waste a moment, 
I beg. Goodnight!" 

Jamie ran toward the house. The old man had vanished. 

The Outlook 



REMINDERS IN SPEAKING 181 

What things would Jamie have to learn before he could be 
a good boy scout? What things would his sister Jeannette 
have to learn to become a good girl scout ? 

187. Conversation. Discuss the topics given under the 
talk below. 

Handwork. Make a poster to announce the challenge you 
have given to another class to take a " hike." Draw on it 
something appropriate for an outdoor walk. 

188. An Enunciation Drill. In the following sentence the 
words with wh should begin with the h sound. Make the 
breathing sound of h first, as if blowing a feather — then 
attach the other sounds : 

1. Which witch did you see? 

2. Which Whig wore a wig? 

3. Where did you wear that dress? 

A Talk to the Class. Divide the class into ten teams, each 
to talk about one of the following topics : 

How to help the fire department How to prevent accidents 

How to help the street department What to do in an accident 

How to help the health department How to be a good neighbor 

How to behave on the playground How to treat animals 

How to behave in a public place How to prevent quarrels 

Reminders 

1. Stand straight, and away from the desk. 

2. Use your hands in natural gestures. 

3. Look at the whole audience. 

4. Speak so that you can be heard in the last seats. 

189. Writing Rules of Conduct. Prepare twenty good 
rules, two for each topic in the talks just given. Write an 
introductory paragraph telling how to become a boy scout, 



182 HOLDING A SCOUT CAMPAIGN 

a girl scout, or a camp fire girl. Begin your second paragraph 
with " Twenty good rules are as follows " : Then number each 
rule and indent it. 

Correct your composition : (/) Enlarge the periods and 
scan each sentence. You should have twenty-two indentions. 
(2) Have you worded each sentence effectively? (3) Il- 
lustrate your composition. 

Read the compositions aloud in class. Vote for the best 
under each topic. The best compositions will then be copied 
for the class booklet. 

Handwork. Make a cover for the " Robinson Crusoe " 
booklet. Illustrate it with an original drawing, a postal card, 
or a kodak picture. 

The covers will be placed along the blackboard ledge, 
with numbers above them. The class will vote for the best 
by writing the number of the cover each chooses as best. 

190. Writing a Letter. Write a letter to a member of your 
imaginary Robinson Crusoe family, telling what you have 
done and are planning still to do in your scout project. 

Taking a "Hike." After school take the " hike," starting 
exactly at the time agreed upon with the other class. See what 
interesting thing you can observe to report at school later. 




w 



PROJECT 20. MAKING A CLASS 
NEWSPAPER 




191. Making the Classroom a Newspaper Office. Bring 
to class a newspaper and notice the various features of the 
paper. What are the two kinds of advertisements? Where 
is the notice of the cost .and publication of the paper placed ? 
Where are the editorials? Where is the news printed? 
Where is the weather report? 

Wanted: an editor for a small paper. 
Wanted: two art editors for a newspaper. 
Wanted : reporters for a weekly paper. 

Imagine your teacher to be the owner of a newspaper, 
advertising for an editor, two art editors, and reporters. 
The classroom will be the newspaper office. 

Writing a Letter of Application. Write a letter of applica- 
tion to your teacher, applying for the position of art editor or 
reporter. Follow the model of a letter of application on 
page 73. 

The teacher will select the pupil who wrote the best letter 
of application as editor, and the writers of the two best letters 
of application for art editor for that position. The rest of 
the class will be reporters. 

A Newspaper Exhibit. From day to day during this project 
fasten a different newspaper on the wall so that you become 
familiar with it. Get a newspaper from another city, if 
possible. 

192. Observing Correct Form. A newspaper force must 
have rules of good English to follow. Complete the outline 
of the sets of rules on page 184 for discussion. Copy it on 
the board. 

183 



MAKING A CLASS NEWSPAPER 



I. Punctuation and Capitalization 



Rules for period 
Rules for comma 
Rules for colon 
Rules for hyphen 



. Rules for interrogation mark 
. Rules for exclamation mark 
. Rules for apostrophe 
. Rules for quotation marks 
Rules for capitals 



i. Rule for titles 
2. Rule for margin 



i. One hundred demons 



II. Form 

I 3. Rule for indention 
I 4. Rule for paragraphing 

III. Spelling 

I 2. Other misspelled words 



IV. Grammar 

(Make a blackboard list of the correct forms of all mistakes corrected 
during the year; as, " this man," not " this here man.") 

Baseball Matches. Play one of the following : (/) Spelling 
Match (page 47). (2) Punctuation Match. The teacher will 
give the pupil " at bat " (a) three marks of punctuation, for 
each of which he will give a rule ; or (b) one mark* of punctua- 
tion, for which he will give three rules. 

Handwork. Divide the class into four teams to make 
posters for Form, Punctuation, Spelling, and Grammar. The 
best poster for each subject will be written on a large piece of 
cardboard and placed on the wall for reference. 

193. Accuracy, Definiteness, and Brevity in Reporting. 
Read the selection at the top of page 185. What is the head- 
line ? What is the lead ? Which paragraph summarizes, or 
sums up, the whole incident? Which paragraphs tell the 
story in full ? Describe this scene and incident as if you had 
been there. 



ACCURACY, DEFINITENESS, BREVITY 



185 



^OG, CARRYING LIFE LINE, RESCUES 92 
Animal Swims Ashore Where Boats Could Not Live 



'Curling, N. F., Dec. 16. — Passengers 
and crew of the coastal steamship Ethie, 
numbering ninety-two persons, were 
brought ashore on a life line which was 
run out from the ship by a Newfoundland 
dog after their vessel piled upon Martin's 
Point. 

4 Boats could not make the hazardous 
passage from the stranded steamship. 
An effort to shoot the line ashore failed 
when the line became caught. Men did 
not dare attempt the trip through the 
waters, and so the dog was put over- 
board. Directed by officers of the Ethie, 
the animal succeeded in releasing the 
rope, and, holding it tightly in his teeth, 
fought his way through the breakers to 
the shore. 



5 With block 
and tackle the 
Ethie's crew, 
aided by fisher- 
men on the 
shore, rigged a 
life-saving de- 
vice, using a 
boatswain's 
chair for a car- 
riage. One by one in this chair ninety-one 
of the ninety-two persons aboard were 
hauled to safety. A baby, 18 months 
old, was pulled ashore in a mail bag. 

6 The Ethie, which had been engaged 
in the coastal service between Curling 
and Labrador ports, went ashore last 
Wednesday during a gale. 7 The Sun 




In reporting there are certain questions that you must 
answer accurately and briefly to satisfy your readers. Answer 
the following questions for the above selection : 

Who? Where? How? 

When? What? Why? 

Be ready to tell about another intelligent act by an animal. 
Remember : Be accurate, definite, and brief. 

104. An Enunciation Drill. Practice enunciating le — le 
— le — le very distinctly. 

A Talk to the Class. Tell about the most interesting thing 
you ever saw an animal do. Or tell a story that you have 
read or heard people tell. 

Outline beforehand who, when, where, what, why, and how 
for your story. 

Vote for the best speaker at the end of the period. 



1 86 MAKING A CLASS NEWSPAPER 

195. Writing a News Report. Write your account of 
this animal's act as a news item for your class newspaper. 
(/) Compose a headline, a lead, and an introductory sum- 
marizing paragraph. (2) Write paragraphs with the detailed 
story. Use the models on pages 131 and 185 as guides for 
your report. 

In class exchange papers and under the teacher's guidance 
look for the following : 

1. Is the headline given? 

2. Is the lead given? 

3. Is the introductory paragraph dated? Is the place given? 
Does it sum up ? 

4. Are the details of who, where, when, what, and how given? 

5. Is there any mistake in (7) form, (2) punctuation, (3) spelling, 
and (4) grammar ? Consult the wall posters. 

6. Is the report properly dated and signed ? 

On another sheet of paper write five sentences answering the 

above questions. Use as title, " Criticism of 's News 

Report." Sign your name. Hand your criticism with the 
original paper back to the reporter. Later your paper will 
be returned to you. 

Read what another reporter criticized in your paper. 
Rewrite your composition. 

The news items will be exhibited on the wall as the " Animal 
Edition " of the class newspaper. 

196. Study of a Monologue. When two people are talking 
we call their conversation a dialogue. When one person does 
all the talking we call it a monologue. The selection on the 
next page is from a famous book about a horse named Black 
Beauty. Here the colt's mother is giving a monologue of 
advice : 




STUDY OF A MONOLOGUE 187 

1 One day when there was a good deal of 
kicking, my mother whinnied to me to come 
to her, and then she said : 

2 "I wish you to pay attention to what I 
am 'going to say. 3 The colts who live here 
are very good colts, but they are cart-horse 
colts, and of course they have not learned 
manners. 4 You have been well-born and well-bred. 5 Your 
father has a great name in these parts, and your grandfather 
won a cup two years at the races. 6 Your grandmother had the 
sweetest temper of any horse I ever knew, and I think you have 
never seen me bite or kick. 7 1 hope you will grow up gentle 
and good, and never learn bad ways. 8 Do your work with a 
good will, lift your feet up well when you trot, and never bite or 
kick, even in play." 

9 1 have never forgotten my mother's advice. 10 I knew she 
was a wise old horse, for our master thought a great deal of her. 
Mrs. Anna Sewell : Black Beauty 

Which paragraph is introductory? Which is the conclu- 
sion? Which is the monologue? How does the monologue 
differ in its punctuation from the other paragraphs? 

How does the mother horse contrast the cart horse and the 
thoroughbred horse ? How could she compare them to kinds 
of people ? What does well-bred 4 mean ? How does breeding 
reveal itself? What advice does she give to the colt? 

Which wild animals could give good monologues to their 
young? which domesticated animals? Talk about what 
they might say. 

A Dictionary Match. Take in hand small dictionaries (or 
a book with an index, if you do not have individual diction- 
aries). When the teacher announces a word, see who can 



1 88 MAKING A CLASS NEWSPAPER 

find it first. When you have it, place your finger on the spot, 
rise, and face the teacher. When ten have risen, she will call 
on one of you to read what is given after the word. 

Learn to use reference books quickly. 

197. An Enunciation Drill. Practice the following expres- 
sions, giving full stress to the h sound. Say her, not " er." 

gave him took his found her think he 

saw her made him think him believe he 

A Talk to the Class. Select one of the following animals 
and outline what she might say, as good advice to her young. 
Follow the model on page 187. Imagine her ancestry and 
breeding : 



1. A Plymouth Rock Hen 


5- 


A Bull Terrier 9. 


A Lioness 


2. A Jersey Cow 


6. 


An Angora Cat 10. 


An Elephant 


3. A Razorback Sow 


7- 


A Sheep 11. 


A Coyote 


4. A Virginia Turkey 


8. 


A Carrier Pigeon 12. 


A Grizzly Bear 



Vote for the best monologue at the end of the period. 

198. Writing a Monologue. Divide the class into twelve 
teams, each to write one of the monologues given in the talks 
above. Follow the model on page 187. 

Turn to the suggestions for criticism given on page 186 and 
make your composition the best work you have done this 
year. Correct it. Copy it. 

Correct Use of Should and Would. (1) You have learned 
that it is correct to say " Shall I?" and " Shall we?" and 
that it is incorrect to say " Will I?" or " Will we? " The 
words should and would are formed from the words shall and 
will, and express time that is past. They therefore follow the 
same general rules that you have learned for shall and will. 



CORRECT USE OF SHOULD AND WOULD 189 

Always say "I should like" (not "I would like"), and 
" We should like " (not " We would like "). 

(2) Use should for duty or obligation ; as, " You should 
go to school on time." 

(3) Use would for habitual action ; as, " He would always 
walk faster than I," meaning that it was his habit to walk 
faster. 

An Exercise. In the following sentences select the correct 
forms. Give the rule for each. 

1. (Would, should) I go home early to-night? 

2. The old man (should, would) walk for hours tapping with his 

cane. 

3. I (would, should) like to see you. 

4. (Will, shall) we print the paper in school? 

5. He (would, should) do what his editor asks. 

6. (Shall, will) I write the next paragraph ? 

7. The girls (should, would) always hang together. 

8. We (would, should) like to see your report. 

9. The art editor (would, should) be responsible for the pictures. 
10. The reporters (should, would) write accurately, definitely, 

and briefly. 

199. Exhibit of the Class Newspaper Work. Your editor 
will see that each monologue is placed on the classroom wall 
beside each pupil's letter of application and news item, thus 
making three sets of written work for each pupil. You will 
walk slowly past these and observe which pupil's work looks 
the best and which looks the poorest. Watch for suggestions 
for improvement. 

Writing a Letter. Write a business letter to the class 
newspaper editor. Tell him (1) which reporters you think 
should be promoted on account of their good work, (2) which 



190 



MAKING A CLASS NEWSPAPER 



reporters should be given special drill to improve their work 
in English, and (j) which things have helped you most this 
year in your work in English. 

200. An Exhibit of the Work of the Year. All the work 
of the year should be arranged in order of time. Leaf through 
this work carefully to see how you have improved. Invite 
your parents to come to your classroom to inspect these 
books. Spread them on the tops of the desks for the last day 
of school. 

A Symposium. In ancient Greece a symposium was a 
feast at which, besides eating and drinking, everybody gave his 
opinion on some subject. We shall close the year's work with 
a discussion of the following question : 

What is the most helpful thing you have learned in English this 

year ? 

While your class editor presides, rise, come forward, and 
tell your fellow reporters how the year's work has helped 

you. 

(During the week try to visit a newspaper office to see how a 
newspaper is printed. Your teacher can make the arrangements.) 




HALF-YEAR SUMMARY 



191 



REVIEW OF APPLIED GRAMMAR 

(See page 99 for the summary of the first half of the year, not repeated 
here.) 

PARTS OF SPEECH 

PAGE PAGE 

Coordinating and subor- I Correlatives 179 

dinating conjunctions . 134 | Adjunct accusative . . . . 154 



103 
106 



Phrases, defined . . . 
Phrases as modifiers . . 
Adjectival and adverbial 

phrases 107 

Form of phrases 144 



PHRASES 

Correct use of phrases . 



103, 



Inversion of phrases . . . 
Phrases made from clauses 
Baseball phrase match . . 



CLAUSES 



Clauses, defined 103 

Clauses as modifiers . . . . 113 
Principal and subordinate 

clauses 122 

Adjectival and adverbial 

clauses 113 



Substantive clause defined 
Use of substantive clauses 
Changing clauses to phrases 
Inversion of clauses . . 
Correct use of clauses . . 



115 
138 

107 



126 
155 
159 
138 
115 



Sentence defined 103 

Structure of sentence . . . 127 
Relationship of parts of sen- 
tence 167 

Similar expression for similar 

parts 168 



SENTENCES 

Indirect questions and 

answers 149 

Direct and indirect quotations 148 
Unity in sentences . . . . 167 
Sentence building . 103, 114, 123 
Baseball sentence match . 135, 146 
Analysis. (See page 192) 



Analysis is the breaking up 
of the sentence into the 
parts, or elements, of 
which it is composed. 

Exercises in analysis, 115, 128, 
149, 154, 155, 159 

BOL. ADV. EV. ENG. - 



ANALYSIS 

Omission of words necessary to 
the grammatical construc- 
tion is called ellipsis. In ana- 
lyzing, supplyomitted words. 
133, Example of analysis. (See p. 192) 
179 Guide to analysis. (See p. 193) 
14 



1 92 HALF-YEAR SUMMARY 



GUIDE FOR ANALYSIS 



Observe how the following sentence is analyzed. Compare 
it with the guide for analysis on the opposite page. 

The man who priced our motorcycles yesterday bought his son one to-day. 

Structure and Use of Sentence: Complex; declarative. 
Complete Subject : The man who priced our motorcycles yesterday. 
Subject Substantive : The noun man. 

[ The article the. 
Subject Modifiers : j The adjectival clause who priced our motor- 

[ cycles yesterday. 
Complete Predicate : Bought his son one to-day. 
Predicate Verb : The verb bought. 

_ f The direct object, the pronoun one. 

Words that Complete ,,«...,..,...,_ ,• 

the Predicate Verb i The indirect ob J ect > the noun son > modl ' 
{ fied by the possessive adjective his. 

Predicate Modifier : The adverb to-day. 

The clause : Who priced our motorcycles yesterday. 

Complete Subject: Who. 

Subject Substantive : The pronoun who. 

Complete Predicate : Priced our motorcycles yesterday. 

Predicate Verb : The verb priced. 

Words that Complete f The direct object, motorcycles, modified 

the Predicate Verb \ by the possessive adjective our. 
Predicate Modifier : The adverb yesterday. 

The guide for analysis on page 193 will help you to under- 
stand the relationship of words in a sentence. In deciding on 
an element follow the outline to the last subdivision. The 
elements in heavy black type should be mentioned in the 
analysis. In analyzing clauses, use 3, 4, and 5 of the guide. 



HALF-YEAR SUMMARY 



193 



{ Simple 
Structure of Sentence j Complex 
[ Compound 



2. Use of Sentence 



3. Complete 
Subject 



Complete 
Predicate 



Statement 
Declarative j Command 

Interrogative 

[Word 
j Phrase 
[ Clause 

f adjective 
[ Word ] noun in genitive 

[ word in apposition 
Phrase (adjectival) 
I Clause (adjectival) 
(Verb 
[ Verb phrase 

f word 
Direct object I phrase 
I clause 



Subject 

Substantive 



Modifiers of Subject 



Predicate Verb 



Elements that Com- 
plete the Predi- 
cate Verb 



Indirect object 
Adjunct accusative 



f noun 
( pronoun 

I noun 

I adjective 



Predicate f word 
nominative I P hrase 



Modifiers of the 
Verb 



5. Independent Elements 



clause 
Predicate adjective 
Word (adverb) 
Phrase (adverbial) 
Clause (adverbial) 
' Expletives there and it 
Nominative of address 
Interjections 
Yes and no 
Parenthetical expressions 



194 



HALF-YEAR SUMMARY 



WORD STUDY 

(See page 99 for the summary of the first half year, not repeated here.) 



Enunciation drills 
130, 132, 



PAGE 
05, Il8, 123, 
40, I48, l6o, l62, 
I78, l8l, 185, 188 



Dictionary match 



187 



Pronunciation drills, 108, 112, 142, 

156, 162 

Arrangement of words . 138, 162 

Spelling matches . . . 146, 184 



CORRECT USAGE 



among, between 115 

as, like 115 

between, among 115 

clauses 115 

each, every 165, 179 

either, or 179 

every, each 165, 179 

like, as 115 

name 154 

neither, nor 179 

nor, neither 179 



or, either 179 

phrases 115 

pronouns made with self or 

selves 179 

shall, will 1 79 

should, would 188 

to 144 

unless, without 115 

will, shall 179 

without, unless 115 

would, should 188 



CAPITALIZATION AND PUNCTUATION 



Period with abbreviations . . 134 

Comma in compound sentence 128 

Commas in a series . . . . 168 
Commas with parenthetical 

expressions 162 

Semicolons in compound sen- 
tences 128 

REVIEW OF 
Getting Ideas 

Finding facts in reference 

reading, 120, 138, 157, 165, 170, 

187-188 

Accuracy in getting ideas . . 138 

Getting the full meaning . . 147 

Thoroughness in getting ideas 138 



Semicolons in a series . . . 
Apostrophe in contractions . 
Double quotation marks . . 
Single quotation marks . . 
Review of punctuation and 
capitalization .... 



168 
134 
126 
126 



184 



Punctuation exercises 



157, 184 



COMPOSITION 

Organizing Ideas 

Full outline, to show relation- 
ship of parts of sentence . 167 

Questions to consider in report- 
ing happenings .... 185 

Assignments, 114, 118, 129, 135, 
145, 164, 183-184, 185, 188 



HALF-YEAR SUMMARY 



195 



Expressing Ideas 



Topics in different paragraphs 158 

Unity in details 136 

Value of condensing . . 144,159 
Order in giving details . . . 136 
Variety through inversion 

139, 162 
Definiteness in giving direc- 
tions 151 

Accuracy in giving directions 153 
Order in giving directions . . 153 
Accuracy in reporting happen- 
ings 184 

Definiteness in reporting 

happenings 184 

Brevity in reporting happen- 
ings 184-185 

How to write news reports . 131 
How to write a monologue . 186 



PAGE 
125 
127 



How to write a dialogue . . 

Model of a dramatic dialogue 

Qualities of a good sen- 
tence 133 

Clean-cut sentences . . 107-108 

Unity, coherence, variety in 

sentences 133 

Brevity by changing phrases 

to words 144 

Brevity by changing clauses to 

phrases 159 

Inversion of words, phrases, 

and clauses 162 

Variety through kinds of sen- 
tences 177 

Variety by changing clauses 

to phrases 159 

Variety through inversion . . 139 



EVERYDAY SPEAKING 



Talks to the class, 106, 109, 112, 118, 

123, 130, 132, 136, 141, 148, 

156, 166, 178, 181, 188 

Conversation. (Throughout book) 

Pronunciation. (See Word Study) 



Working by committees 148, 16 r 
Preparing a play . . . 169-174 

A symposium 190 

Criticisms of talks, 118, 141, 148, 
160, 178, 181 



EVERYDAY WRITING 



Assignments in compositions, 105, 

108, 114, 119, 123,' 126, 132, 

137, 141, 145, 151, 153, 160, 

170, 186, 188 

Dialogues (model) . . 125-127 

Monologues (model) . 186-187 

How to make or do something, 151, 

153, 176 

How to report happenings, 1 84- 185 



Assignments in letters, 102, 107, 

113, 129, 133, 137, 140, 150, 

154, 159, 162, 168, 171, 177, 

182, 183, 189 

Paragraphing in letters . . 158 

Model of letter 158 

Review of good form . . . 184 

Criticisms of written work, 105, 114, 

119, 124, 132, 141, 161, 170, 

178, 186 



A PLEDGE 

We pledge allegiance to our Flag 

and to the language for which it stands 

— the English Language — 

which we pledge ourselves 

to speak and to write correctly, 

a little better each day. 



iq6 



PART TWO. EXPRESSING FACTS 
EFFECTIVELY 



PROJECT 21. FORMING A BETTER- 
ENGLISH CLUB 




i. Setting a Goal. When a certain man who later became 
famous entered college, he placed over the door of his room a 
large piece of cardboard on which was boldly drawn the single 
letter : 




Disregarding the teasing remarks of his schoolmates, the 
young man applied himself diligently to his school work, 
ever keeping in mind the goal that he had set for himself in 
the mysterious V. 

What do you think the V represented ? 

In beginning your English work, it is well to set a definite 
goal, so that at the end of the year you will feel that you have 
accomplished something. 

Make up in class four mottoes, or slogans, to express what 
you would like to accomplish in (i) thinking, (2) speaking, 
(3) writing, and (4) appreciation. 
197 



198 FORMING A BETTER-ENGLISH CLUB 

Handwork. A committee will volunteer to make a card- 
board motto to put up in the classroom. An eighth-grade 
class in an eastern state chose the following : 



Our Aim 

To think clearly 

To speak effectively 

To write forcibly 

To appreciate good English 



2. What a Boy or a Girl Should Know. A business man, in 
speaking of what a boy or a girl should know to make a way in 
the world, summed up the qualifications as follows : 

He or she should be able 

1 To write a good legible hand. 

2 To spell all the words that he knows how to use. 

3 To speak and write good English. 

4 To write a good social or business letter. 

5 To add a column of figures rapidly. 

6 To make out an ordinary account. 

7 To deduct i6| per cent from the face of an account. 

8 To receipt an account when it is paid. 

9 To write an ordinary receipt. 

10 To write an advertisement for a newspaper. 

11 To write an ordinary promissory note. 

12 To reckon the interest, or the discount, on a note for years, 
months, or days. 

13 To draw up an ordinary bank check and to take it to the 
right place in the bank to get the money. 

14 To make neat and correct entries in a daybook or a cash- 
book. 



A BREATHING GAME 199 

15 To tell the number of yards of carpet required for a room. 

16 To tell something about the great authors, statesmen, and 
financiers of the present time. 

In which of your studies do you learn these .different things ? 
How many of them do you feel sure that you can do? Tell 
how to do them. Find out about the others. 

Talk about each qualification separately. Why is each 
important ? How is a boy or a girl judged if he or she can- 
not do the thing mentioned ? 

Where and how can you find out about the sixteenth 
qualification ? 

3. Forming a Speakwell Club. How does a club differ 
from an ordinary meeting or a party? During this year for 
the weekly talks you may turn the class into a Speakwell 
Club with a pupil presiding. The whole period will be given 
to talks. 

A different pupil should preside as chairman each week. 
The chairman will sit at the teacher's desk and call the club 
to order by tapping on the desk and saying, " The meeting will 
come to order." He will then state the subject of the talks. 

Get permission to speak by rising and saying, " Mr. Chair- 
man {or Madam Chairman), may I have the floor? " When 
the chairman acknowledges you by name, come to the front 
of the room and give your talk to the class as audience. Each 
pupil will speak. 

A Breathing Game.* Rise, and, ate your teacher counts five, 
slowly raise your arms at the side, breathing in deeply. Exhale 
slowly and lower the arms, as she counts five. 



* Throughout this book a pronunciation drill is given before each Talk. It should 
be limited to five minutes, and may be taken immediately before the Talk or on any 
other day. 



200 FORMING A BETTER-ENGLISH CLUB 

A Talk to the Class. Divide the qualifications on page 198 
among the class. Tell how to do the thing right. Tell what 
to avoid. 

A pupil will preside over the club meeting. The teacher 
will sit in the back of the room. 

4. Form of a Social Letter. On the opposite page is given 
a letter. It is written by Helen Keller, who was deaf, dumb, 
and blind from babyhood, to a sergeant major who was 
blinded in the World War, and later devoted his time to 
lecturing. 

A friendly, or social, letter should be written in the good 
form used by the majority of educated people. A poorly 
written letter stamps the writer as ignorant. Observe the 
form of the letter on page 201. 

What are the parts of a friendly letter? Where is each 
placed? How is it punctuated? In the salutation, the 
word that stands for the person's name is always capitalized ; 
as, " Dear Mother." Turn to pages 6, 7, and 14, to review 
the friendly letter. 

Remember : A friendly letter has five parts: heading (place 
and date), salutation, body, complimentary close, and 
signature. 

Addressing the Envelope. The envelope should contain 
two things : (1) the name and the return address of the sender, 
written in the upper left-hand corner, so that a letter may be 
returned if the person is not at the address, and (2) the full 
name and address of the person to whom the letter is sent. 
The address should give street and number and city and state. 
These should be written legibly. 

Point these out in the model on page 14. 



A FRIENDLY LETTER 



20I 



Wrentham, Mass. 
July — , 19— 

Dear Mr. Middlemiss : 

I was very glad to get your letter, and I 
thank you for the warm-hearted interest 
you take in me. I am deeply touched by 
the message sent from a darkness which you 
have known but a short time after all you 
have borne. You say you thank God for 
the happiness which has come to me, and I 
feel that yours is a struggle harder than 
mine ever was. Yours is the test of courage 
and yours the glory of victory. You put 
me to shame when I think how often I am 
impatient of hindrances, especially in learn- 
ing to speak well. You know fully what 
blindness means, but I am so accustomed to 
a dark, still world, that I do not miss the 
beautiful light or the song of the birds. All 
the shadows that clouded my earliest years 
are forgotten in the fullness of a rich, varied 
life. You have started life all over again 
in a world strange to you ; it is wonderful 
and I admire your achievements. I wish 
you every success on your tour. 

Most cordially yours, 
Helen Keller 



<- Heading: 



Place 
Date 



<- Salutation 
■<- Body of letter 



Complimentary 

close 
Signature 



202 FORMING A BETTER-ENGLISH CLUB 

Writing a Letter. Helen Keller's letter is a reply to one 
from Sergeant Middlemiss. Imagine what he might have 
told her about his own blindness. Why would he be interested 
in Helen Keller? Why does she say that his struggle is harder 
than hers? Of what hindrances would she be impatient? 

Find out something about Helen Keller's story. 

Write the letter written by Sergeant Middlemiss to Helen 
Keller, as you have imagined it. 

5. The Form of a Composition. This year you will keep 
all your written work so that you can make comparisons and 
see how you improve. On page 203 some good advice by 
Abraham Lincoln is copied as a composition. If this were a 
real composition what would help your teacher in looking over 
the composition and help you to file it away systemati- 
cally? 

In the upper left-hand corner is placed the date of the 
composition. 

On the first line is placed the title, or subject. The first 
word of the title is capitalized, and all other words except 
conjunctions, prepositions, and articles. The title may be 
underlined or a line may be omitted below it to make it stand 
out. 

The signature is placed on the line below the composition. 

On the left of a piece of written work a margin of an inch 
should always be kept. A paragraph, or group of sentences 
about a topic, should always be indented, or written farther 
to the right. 

Remember : Date your written composition. Have a title 
and a margin. Indent your paragraphs. Sign your 
composition. 



MODEL OF A COMPOSITION 



203 



3,/fzz 



t^( <* t Cf*£f*^i, U-eC^ncCLc cuCiCsc 



°r 



c/~TCe*ir usi<££s Cr»ve^ ^&v&nS <iji 'frrw "fCcfC 
a*-tLC&<f Xir£<-£s£. ti^fcajC^ .££&. ■^y-'- ^ti^ 



Date of writing 

Title of com- 
position 

Paragraph 
indented 



<- Margin on the 
left of paper 



Signature of 
writer 



Writing a Composition. Using the title " Advice to a Boy " 
(or " Advice to a Girl "), copy the qualifications on pages 198 
and 199 as a paragraph of one long sentence. Observe margin 
and indention. Write very legibly. Sign your name. 

Observe the punctuation closely. The sixteen qualifications 
should be separated by semicolons because one of them has 
commas in it, and therefore a different mark is needed to break 
the parts. This sentence is a series of sixteen parts, each be- 
ginning with to and a verb. What is the object of each 
verb introduced by to ? 



Remember : Use semicolons to separate the parts of a series 
if commas are already used in one of the parts. 



204 FORMING A BETTER-ENGLISH CLUB 

6. Learning to Use Books Effectively. The three most 
important parts of a book (outside of the body of the book) 
are the title page, the table of contents, and the index, if the 
book has one. If a book is worth reading or consulting as a 
reference book you should know the title of the book and the 
name of the author. 

The table of contents is given in the front of the book. It 
presents a summary of subjects as they come in the book. A 
glance at the table of contents on pages vii to xii in this 
book will give the technical matters as they are discussed. 

The index of a book comes at the end. It gives the contents, 
but arranges the words alphabetically so that they are easily 
found. Examine the index of this book. 

To find a special fact in a textbook you should always look 
up the word in the index, for there you will find the number 
of the page where the fact is treated. 

The dictionary is your most valuable reference book. In it 
the words are arranged alphabetically. To find a word quickly, 
open at the letter, then trace the words at the top of the page 
until you come to the right combination of letters for your 
word. The alphabetical arrangement should be followed out 
for several letters ; as, 



One letter 


Two letters 


Three letters 


Four letters 


a 


am 


are 


armed 


b 


ape 


ark 


arrmes 


c 


Sit 


art 


armor 



Remember : Look up words alphabetically in the dictionary 
and in the index. 

Finding Information in the Index. Make an outline to 
review the following : (i) parts of speech, (2) capitals, 



WHERE TO GET IDEAS 



205 



(3) period, (4) apostrophe, (5) interrogation mark, (6) excla- 
mation point, (7) comma, (8) colon, (p) hyphen, (10) quo- 
tation marks, (11) semicolon. Look up each word in the 
index. Copy the rules, with the page numbers. 

In class consult the pages. Turn to the half-year "^views 
on pages 99 and 191 and verify your rules. 

A Dictionary Match. The teacher will announce a wcm, 
and as soon as a pupil rinds it he will put his ringer on the defini- 
tion and stand up. When ten have risen, the teacher will have 
the definition read. 

7. Where to Get Ideas. Here you see a boy wondering 
where he can get ideas for his next composition. If he but 
knew it, he has four good ways to find out things : 




u5ing h!5 tonqul 
(conversation) 



USING HI5 LYES 
(READING BOOKS) 



USING HIS MIND 
(THINKING ABOUT THINGS) 



Whenever he seeks information, he should see that it is 
accurate, complete, and definite. 
Finding Information in the Dictionary and the Grammar. 

Look up the words get and have. Find out how they are 
misused. Is the form "gotten" in good use? Why is it 
right to say, " I have a birthday this month," and wrong to 
say, " I have got a birthday this month " ? 



206 FORMING A BETTER-ENGLISH CLUB 

Look up (7) accept and except, (2) wonder and wander, 
and (3) mad and angry in the dictionary, and be ready to tell 
how the words differ. 

Writing an Explanation. Write a composition of three 
paragraphs, explaining the correct use of the above words, often 
misused one for the other. Give a sentence to illustrate each 
word. Observe how the illustrative sentences are given above. 
What mark of punctuation is used ? 

8. Making an Outline. An outline is a skeleton, or a 
summary, of the chief topics, with the main details that belong 
to each chief topic. The subtopics are written under the main 
topics a half inch to the right. Both sets of topics have their 
own special markings. Observe them in the following model : 



OUR ENGLISH CLUB 
I. The purpose 

A 

B 

C 

D 

II. The name 

A 

III. The rules of the club 

A. The chairman 

1 

2 

3 

B. The members 



REMINDERS IN SPEAKING 207 

An outline expresses the ideas in the fewest words possible, 
omitting the articles. You do not use complete sentences in 
outlines, but phrases or merely words. 

Complete the outline on page 206 to suit your club. 

Writing a Letter. Write a letter to the principal of your 
school, telling about your English Club. Follow the model 
letter on page 201. Have three paragraphs in the body of the 
letter, each a part of the outline on page 206. 

Make an envelope and address it. The best letter will be 
sent. 

9. A Humming Game. To get good tone, hum m-m-m 
with the lips lightly closed. Then open the lips, but continue 
humming. 

A Talk to the Class. Tell the class what you are most 
interested in outside of school. Describe it. Tell how they 
could find information about it. 

Reminders 

Stand erect. 
Face the class. 
Speak out loud. 

10. Exhibit of the Class Motto. The volunteer committee 
will exhibit the placard that they have made for the English 
Club. Consider (1) its size and shape, (2) its materials, and 
(3) its wording. Have you any suggestions for improve- 
ment? 

Writing a Class Letter. Write a letter to a member of the 
volunteer committee, telling (1) what you like about then- 
placard and (2) how you think it might be improved. You 
will offer suggestions, and the teacher will write on the board 
the sentences selected as the best. 

BOL. ADV. EV. ENG. IS 





PROJECT 22. COMPOSING AUTO- 
BIOGRAPHIES 



ii. The Rule for Paragraphing. An autobiography is a 
biography written by oneself. On the opposite page is given 
the beginning of an autobiography written by Helen Keller, 
the only deaf and blind girl who has been graduated from college. 

Why are there six paragraphs instead of one long paragraph ? 
A paragraph is a group of sentences that deal with a topic. 
In the opposite autobiography find the paragraphs for the 
following topics : 

i. Recollections of house 4. Place and date of birth 

2. Attempt to walk 5. Cause of blindness 

3. Imitation of sounds 6. First pilgrimage from house 

Which paragraph do you like best? Why? Find the 
sentence that pictures the seasons. What is meant by " used 
to the silence and darkness 6 "? How did the teacher, 
Miss Anne M. Sullivan, set her " spirit free 6 "? 

At the library find out something more about Helen Keller. 

Remember : Put sentences about different topics in different 
paragraphs. 

12. Writing an Autobiographical Letter. Imagine yourself 
to be a dog, telling his own story. 

My name is Beautiful Joe, and I am a brown dog of medium 
size. I am not called Beautiful Joe because I am a beauty. I 
know that I am not beautiful, and that I am not a thoroughbred. 
I am only a cur. 

I am an old dog now, and am writing, or rather getting a friend 
to write, the story of my life. 

Saunders : Beautiful Joe 
208 



AN AUTOBIOGRAPHY 209 

The Story of My Life 

1 1 was born on June 27, 1880, in Tuscumbia, a little town of 
northern Alabama. 

2 1 lived, up to the time of the illness that deprived me of my 
sight and hearing, in a tiny house consisting of a large, square room, 
and a small one in which the servant slept. It was completely 
covered with vines, climbing roses, and honeysuckles. From the 
garden it looked like an arbor. The little porch was hidden from 
view by a screen of yellow roses and southern smilax. It was the 
favorite haunt of humming birds and bees. 

3 Even in the days before my teacher came, I used to feel along 
the square, stiff boxwood hedges, and, guided by the sense of smell, 
would find the first violets and lilies. 

4 1 am told that while I was still in long dresses I insisted upon 
imitating everything that I saw other people do. At six months 
I could pipe out, "How d'ye," and one day I attracted every one's 
attention by saying, "Tea, tea, tea," quite plainly. 

5 They tell me I walked the day I was a year old. My mother 
had just taken me out of the bathtub and was holding me in her 
lap, when I was suddenly attracted by the flickering shadows of 
leaves that danced in the sunlight on the smooth floor. I slipped 
from my mother's lap and almost ran toward them. The impulse 
gone, I fell down and cried for her to take me up in her arms. 

6 These happy days did not last long. One brief spring, musical 
with the song of robin and mocking bird, one summer rich in fruit 
and roses, one autumn of gold and crimson sped by and left their 
gifts at the feet of an eager, delighted child. Then, in the dreary 
month of February came the illness which closed my eyes and ears. 
Gradually I got used to the silence and darkness that surrounded 
me and forgot that it had ever been different, until she came — ■ 
my teacher — who was to set my spirit free. 

Helen Keller : The Story of My Life * 

* By permission of Doubleday, Page and Company. 



210 COMPOSING AUTOBIOGRAPHIES 

Copy the first paragraph about Beautiful Joe (page 208) as 
the beginning of a letter. Then tell what happened to the dog 
in his first year. 

13. The Parts Words Play : Review. Read the following 
account of " the most important day " Helen Keller remem- 
bered. How did her way of learning differ from yours? 

My Most Important Day 

1 The most important day I remember in all my life is the one 
on which my teacher, Anne Mansfield Sullivan, came to me. 

2 The morning after my teacher came she led me into her room 
and gave me a doll. When I had played with it a little while. 
Miss Sullivan slowly spelled into my hand d-o-l-l. I was at 
once interested in this finger play and tried to imitate it. When 
I finally succeeded in making the letters correctly, I was flushed 
with childish pleasure and pride. 

3 Running down stairs to my mother I held up my hand and 
made the letters for doll. I did not know that I was spelling 
a word or even that words existed. I was simply making my 
fingers go in monkey-like imitation. In the days that followed 
I learned to spell in this uncomprehending way a great many 
words, among them, pin, hat, cup, and a few verbs like sit, stand, 
and walk. But my teacher had been with me several weeks 
before I understood that everything has a name. 

4 One day, while I was playing with my new doll, Miss Sullivan 
put my big rag doll into my lap also, spelled d-o-14, and tried 
to make me understand that d-o-l-l applied to both. Earlier 
in the day we had had a tussle over the words m-u-g and 
w-a-t-e-r. Miss Sullivan had tried to impress it upon me 
that m-u-g is mug and that w-a-t-e-r is water, but I persisted 
in confusing the two. 

5 We walked down the path to the well-house, attracted by 
the fragrance of the honeysuckle with which it was covered. 



PARTS OF SPEECH 211 

Some one was drawing water and my teacher placed my hand 
under the spout. As the cool stream gushed over one hand 
she spelled into the other the word w-a-t-e-r, first slowly, 
then rapidly. I stood still, my whole attention fixed upon the 
motion of her fingers. Suddenly I felt a misty consciousness 
as of something forgotten — a thrill of returning thought ; and 
somehow the mystery of language was revealed to me. I knew 
that w-a-t-e-r meant the wonderful cool something that was 
flowing over my hand. 

6 1 left the well-house eager to learn. Everything had a 
name, and each name gave birth to a new thought. As we re- 
turned to the house every object which I touched seemed to 
quiver with life. 

7 1 learned a great many new words that day. I do not re- 
member what they all were, but I do know that mother, father, 
sister, teacher were among them. It would have been difficult 
to find a happier child than I was as I lay in my crib at the close 
of that eventful day, and lived over the joys it had brought me, 
and for the first time longed for a new day to come. 

Helen Keller : The Story of My Life * 

There are eight parts of speech, which perform different 
work in sentences. Find examples. 

1. A noun names a person, place, thing, or idea. 

2. A pronoun stands for a noun. 

3. A verb asserts action. 

4. An adverb modifies a verb, an adjective, or another adverb. 

5. An adjective modifies a noun or a pronoun. 

6. A conjunction joins words, phrases, or clauses. 

7. A preposition shows the relation between a substantive and 

some other word or words in the sentence. 

8. An interjection is a word expressing feeling. 



By permission of Doubleday, Page and Company. 



212 COMPOSING AUTOBIOGRAPHIES 

14. An Enunciation Drill. Combine the sound of d with 
the vowels, giving each vowel as often as its place number 
indicates : 

da; de, de; di, di, di; do, do, do, do; du, du, du, du, du 

A Talk to the Class. Read again Helen Keller's account 
of the most important day in her life. Think which has been 
the most important day so far in your life. What is the most 
interesting thing you ever did, or the most pleasant trip you 
ever took? 

The chairman will appoint a committee of three pupils to 
sit on the back seats and rise whenever a speaker cannot be 
heard. 

15. Accuracy and Definiteness in Writing. The following 
paragraph is an accurate and definite story of a parcel, told by 
itself. 

The Story of a Parcel 

1 1 was deposited last Saturday about 7 p.m. in a parcel 
post box at Broadway and Thirty-second Street. 2 I was col- 
lected by a mail wagon at a little before 8 p.m. 3 1 was handled 
in the ordinary way, which does not presuppose too much gentle- 
ness, and dropped into a mail sack by the wagon clerk. 4 With 
other sacks I was hauled to the back platform of the General 
Post Office at Eighth Avenue and Thirty-second Street and 
dumped into a chute. 5 The chute slid the bags a long distance 
from the first floor level to the basement and deposited me with 
something of a jar upon the sorting and cancellation tables. 

1. Point out the expressions that give accurate and definite 
details of time, place, and manner (or when, where, and how). 
2. Make a list of nine words that have a special application 
to postal service. 3. Find out how your nearest post box is 



ACCURACY AND DEFINITENESS 215 

marked and explain the marks. 4. Explain " sorting and 
cancellation tables. 5 " 

Imagine the journey of the parcel from the " sorting and 
cancellation tables 5 " to its destination. Discuss the things 
that happen to it. 

Remember : Get accurate and definite information by means of 
reading, conversation, and observation. 

Completing an Autobiography. The first paragraph of the 
autobiography of a parcel, given on page 212, leaves the parcel 
on a cancellation table in the basement of the General Post 
Office of the City of New York. Imagine yourself to be that 
parcel. Copy the paragraph on page 212. Then write a 
second paragraph, telling accurately, definitely, and briefly 
what happens to you from the time you leave the General 
Post Office until you reach your destination. Take as destina- 
tion the place where you actually live. 

Write on both sides of the paper, unless directed otherwise. 

Read the autobiographies aloud in class. Decide on which 
you think is the most correct. Choose a pupil to interview 
the postman to find out whether this is correct. 

16. Making an Autobiographical Outline. What additions 
are needed to make the following an accurate, definite, and 
complete autobiography ? 

I was born in the East Indies. I lost my father and mother 
when I was very young. At the age of five, my relations thought 
it proper that I should be sent to England for my education. I 
was to be intrusted to the care of a young woman, but just as 
I had taken leave of my friends and we were about to take our 
passage, she suddenly fell sick and could not go on board. 

Charles Lamb 



214 COMPOSING AUTOBIOGRAPHIES 

Consider what details should be given in your own auto- 
biography. Find out the details of your own life from the 
-date of your birth until now. Outline these facts. 

Writing an Autobiographical Letter. Write a letter to 
your teacher from your home, giving your autobiography, as 
outlined. See which topics you would take as paragraphs : 
(i) place and date of birth, parents ; (2) life until you went 
to school ; (3) life in the primary grades ; (4) life in the fourth, 
fifth, and sixth grades; and (5) present life from the seventh 
grade. If you have a better topical arrangement, follow that. 

17. Phrase, Clause, Sentence. Which of the following 
gives a complete thought? 

1. to the woods 

2. when chestnuts are ripe 

3. We will go to the woods when chestnuts are ripe. 

The expression " to the woods" gives an idea so vaguely 
expressed that it means little. The expression " when chest- 
nuts are ripe " gives the thought a little more fully, but not 
completely. We wonder, "What about it? what else?" 
The expression " We will go to the woods when chestnuts are 
ripe " is a complete thought. 

A group of words that makes complete sense is called a 
sentence. To make a thought complete there must be (1) some- 
thing talked about, or a subject, and (2) something said about 
the subject. The words that tell something about the subject 
are called the predicate. 

Subject : We 

Predicate: will go to the woods when chestnuts are ripe. 

In the expression " when chestnuts are ripe" there are 
also a subject and predicate, but they do not make complete 



PHRASE, CLAUSE, SENTENCE 215 

sense alone. A group of words forming part of a sentence 
but having both a subject and a predicate of its own, is called 
a clause. It is usually introduced by a conjunction, or some 
other connecting word. 

Connecting word : when 

Subject substantive of clause : chestnuts 
Predicate of clause : are ripe 

The expression " to the woods" does not have a subject and 
predicate, but it is used as a single part of speech. A group 
of words without both subject and predicate but used as a 
single part of speech is called a phrase. 

Remember : A sentence is a group of words expressing a 
complete thought. It has a subject {what is talked about) 
and a predicate {what is said about the subject) . 
A clause is a group of words forming part of a sentence, but 

having a subject and a predicate of its own. 
A phrase is a group of related words not having both subject 
and predicate, and used as a single part of speech. 

Analysis. In the following sentences point out (1) the 
phrases and (2) the clauses. Analyze them according to the 
suggestions given on page 33. 

1. Our English Club at school has forty members. 

2. A pupil presides when the club meets. 

3. Each pupil speaks at a meeting of the club. 

4. A pupil who wishes to speak rises and addresses the chair. 

5. The chairman of the class gives him permission to speak. 

6. The speaker comes to the front of the room, where he can 

face his audience. 

7. He speaks so that everybody can hear him. 

8. A good club does not waste time through delays. 




216 COMPOSING AUTOBIOGRAPHIES 

18. Choosing Words Effectively. Words stand for ideas. 
Until you have learned to store your mind with ideas and to be 
impatient of using any but the right word for the idea, you 
will not write effectively. 

In writing the autobiography of a shilling, Joseph Addison 
imagined the English coin to be a person and he chose words 
that suited that idea. Explain ingot \ convoy 1 , Indian habit 2 , 
refined 2 , and British mode? 

1 1 was born on the side of a mountain, near a 
little village of Peru, and made a voyage to England 
in an ingot under the convoy of Sir Francis Drake. 
2 1 was, soon after my arrival, taken out of my 
Indian habit, refined, naturalized, and put into the British 
mode, with the face of Queen Elizabeth on one side, and the 
arms of the country on the other. 3 Being thus equipped, 
I found in me a wonderful inclination to ramble and visit all 
parts of the new world to which I was brought. 4 The people 
very much favored my natural disposition, and shifted me so fast 
from hand to hand that before I was five years old I had traveled 
into almost every corner of the nation. 

Addison : Adventures of a Shilling 

What adventures can you imagine for this ancient shilling ? 
When did Sir Francis Drake get it ? Where ? Possibly you 
can find a picture of a shilling. 

Imagine an autobiography for an American coin. 

Writing an Autobiography of a Coin. Where would the 
following be born ? When ? How would they get " out into 
society "? What adventure might they have? 

i. A Buffalo nickel 3. A Lincoln penny 

2. A Lafayette dollar 4. A greenback 



GOOD ENUNCIATION 217 

19. Conversation : The Message of a Book. 

1 Except a living man there is nothing more wonderful than 
a book ! 2 It is a message to us from the dead — from human 
souls whom we never saw; who lived, perhaps, thousands of 
miles away. 3 Yet these, in those little sheets of paper, speak 
to us. 4 They amuse us ; terrify us ; teach us ; open their hearts 
to us as brothers. Charles Kingsley 

Books are of two general kinds : (j) those which inform, 
and (2) those which inspire, amuse, and delight. Reference 
books, dictionaries, textbooks, and technical books are of 
the first kind. Poetry, fiction, biography, dramas, and essays 
are of the second kind. 

Discuss each sentence in the quotation given above and 
show that it is true. 

Imagine yourself to be a great book speaking about yourself. 
What might a poem say? a novel? a play? an oration? a 
magazine? Imagine a speech ; as, " I am a magazine. I. . . 
(Tell what it contains and what its message is to the world) ..." 

20. An Enunciation Drill. The following quotation em- 
phasizes the importance of good enunciation. Practice 
enunciating the quotation. 

Words should be delivered from the lips as beautiful coin, newly 
issued from the mint; deeply and accurately impressed; perfectly 
finished; neatly struck by the proper organs; distinct; in due 
succession and of due weight. 

A Talk to the Class. Choose a book that you have liked 
well. Imagine it to be speaking a message to the class. Begin 
with " I am . . . (The name of the book) ... I was written by 
. . (The name of the author) ... I tell about . . . (What the 
book deals with) . . . The most interesting thing in me is . . . 
(Tell the most interesting thing in the book) ..." 





PROJECT 23. CELEBRATING TREE DAY 



21. Study of a Poem. The following poem was written by 
an American poet who lost his life in the World War. What 
pictures might be drawn to illustrate it ? 

Trees wJImjggffig *%* 
ll?^!^^ ! I think that I shall never see £' s *&* ,J K ***J$ 
illlr ' A P oem lovely as a tree. "«* ^^^fT 




\gainst. the earth's sweet flowing breast 



A tree whose hungry mouth is pressed 4yk ^ 



A tree that looks at God all day, 
And lifts her leafy arms to pray ; 

A tree that may in summer wear 
A nest of robins in her hair ; 

5 Upon whose bosom snow has lain ; 
Who intimately lives with rain. 

Poems are made by fools like me, 
But only God can make a tree. 

Joyce Kilmer * 




What is the mouth of the tree? its food? In the fourth 
stanza to what does the poet compare the tree? What trees 
are found where you live ? Where is the most beautiful one ? 
What are the chief uses of trees in a community? If the 
forests are chopped down, how does the country suffer? 

Memorize this poem. 



* From Joyce Kilmer's "Poems, Essays and Letters," copyright igiS, George H. 
Doran Company, Publishers. 

2iS 



KINDS OF SENTENCES 219 

22. Handwork. Make a poster to advertise your Tree Day. 
Illustrate it with a tree. Print your favorite stanza of the 
poem " Trees" on it. The best poster will be chosen by the 
class and placed in the corridor. 

Writing a Letter. Write a letter to your teacher, describing 
your poster, and telling why you have chosen your stanza. 

23. Review of Kinds of Sentences. When you describe 
something, you can tell what it is made of, its structure, or its 
form ; or you can tell its use or purpose. Sentences may be 
described in the same way : 

Form, or Structure 

Simple. The tree is large. (One subject and one predicate) 
Complex. The tree that fell was large. (Sentence with a 

clause) 

Compound. The tree fell, but nobody was hurt. (Two equal 

main parts, or clauses) 

Purpose, or Use 

Declarative. (1) The tree is large. (States a fact) 

(2) Spare that tree. (Gives a command) 
Interrogative. Is the tree large ? (Asks a question) 

Note that any declarative or interrogative sentence becomes 
exclamatory when it is expressed with strong emotion; as, 
" How large the tree is ! Could any tree be more beautiful ! " 

Remember : According to form, sentences are simple, complex, 
or compound. 
According to use, sentences are declarative or interrogative. 
Either declarative or interrogative sentences may be 
exclamatory. 
Vary your sentences. 



220 CELEBRATING TREE DAY 

An Exercise. Tell what the following sentences are in 
(/) form and (2) use. Put a waved line under the subordinate 
clauses and a straight line under the phrases. 

1. Is that beautiful scarlet tree a maple? 

2. Spare the forest tree, for it prevents floods. 

3. The tree falls where it stands, and the flower fades ; but the 

river goes on forever. 

4. The locomotive has set the woods on fire. 

5. The wind blows, and the thunder rolls nearer. 

6. The age of the tree is shown by the rings which grow in the 

trunk. 

7. Where is the ignorant man who failed to put out his fire 

in the woods? 

8. Deer, bears, wolves, and wildcats fled for their lives before 

the raging flames. 

9. The valley is threatened by flood ! Run ! 

10. Floods from the mountains poured into the valley, but the 
dam also broke. 

24. Weighing Facts. You have discussed the trees that 
grow in your community. Write a list of them on the board. 
From this list choose the two you think would be the best 
candidates for election as a State Tree. 

Suppose that a road is to be built across your state with a 
certain tree planted on both sides. Which tree should you 
like to see planted ? Discuss the good and the bad points for 
the various trees. 

Writing a Paragraph of Reasons. Prepare a paragraph of 
arguments in favor of a certain tree as State Tree. If you can 
think of an objection that any one might offer, try to think of 
an argument to meet that objection. 



A TREE EXHIBIT 221 

25. A Pronunciation Drill. Do not confuse per and 
pre. Practice the sound of pre in the following : 

predict (not " perdict ") preside precaution 

prefer (not " perfer ") presume prescribe 

prevent (not " pervent ") precede pretend 

A Talk to the Class. The class will choose a State Tree. 
First you will all give your speeches favoring certain candi- 
dates. Have a good opening sentence to catch the attention 
of the audience. Have a good closing sentence to make them 
remember what you have said. 

The chairman will appoint a secretary to write on the board 
the name of each tree as it is proposed and under it the name 
of the speaker who champions it. 

When all the speeches are given, the names of the speakers 
will be erased, but the names of the tree candidates will remain 
on the board. Now, think which tree had the best (not neces- 
sarily the most) speeches made in favor of it. Vote for that 
tree, irrespective of your own wishes or opinions. 

Reminders 
Give real arguments yourself. 
Listen for real arguments in other pupils' speeches. 
Vote fairly- ^ 

26. A Tree Exhibit : Handwork. What parts of the tree 
could be collected and mounted to form an exhibit ? What is 
the best way to press and mount leaves ? What can you get 
at the library to help you recognize different trees ? 

Divide the class into committees to prepare an exhibit for 
the different trees in your community. Leaves can be pressed. 
You can find at the library pictures of the general contour of 
the tree and of its flowers. Draw these. Prepare an exhibit 



CELEBRATING TREE DAY 



of (i) general contour, (2) bark, (3) leaves, and (4) flowers 
for your tree. 

Let each committee prepare its exhibit according to the 
above directions. 

27. Form of the Business Letter. Compare the following : 



A Social Letter 



A Business Letter 



750 Main Street 
Portland, Ore. 
Oct. 10, 1922 

Dear Miss Graves : 

We are going to have a 
Tree Planting Party on Fri- 
day afternoon. Won't you 
come as our guest? The 
party will take place in our 
three o'clock period in 
Room 9. 

May I have your reply ? 
Sincerely yours, 
Grace Atwood 



750 Main Street 
Portland, Ore. 
March 17, 1922 

The Tree Company 
70 Fairacre Street 

Atlanta, Ga. 
Dear Sirs : 

Inclosed you will find 
my check for five dollars for 
the assortment of trees adver- 
tised in the Forester's Jour- 
nal. Kindly ship them at 
your earliest convenience. 
Very truly yours, 

(Miss) Grace Atwood 



Find the heading, the salutation, the body, the complimen- 
tary close, and the signature in each letter. 

Observe that in the business letter the name and the address 
of the receiver of the letter are given above the salutation. 
If a woman is writing the letter she signs her name, but shows 
how she is to be addressed in the reply by putting Miss before 
it in parenthesis, if she is unmarried. 



NOUNS AND THEIR USE 223 

If she is married, she puts in the parenthesis Mrs. with her 
husband's initials or name. 

Unmarried Married 

(Miss) Grace Atwood (Mrs. J. C.) Grace Atwood 

Remember : . A business letter should contain the receiver's 
name and address above the salutation. 

Writing a Letter. Both federal and state departments have 
pamphlets that deal with trees. Find out about these pam- 
phlets. After the class has decided which one it wants, write 
a business letter to the state or the federal department, asking 
for the pamphlet. The best letter will be sent. 

28. Nouns : Their Correct Use. The following words are 
names. How do they differ ? 



Names of persons : 
Names of places : 
Names of things : 
Names of ideas : 
Names of groups : 



Harry, boy 
Bridgeport, city 
tree, flower 
truth, beauty 
congregation, club 



1. The name of a particular person or place (" Harry," 
" Bridgeport ") is called a proper noun. Proper nouns should 
always be begun with capital letters. 

The other nouns, like " boy," " city," or " tree," are names 
that stand for a class of persons, places, or things. They are^- 
called common nouns and are begun with small letters. 

2. Names of groups (as "congregation" and "club"), 
which may be regarded as a whole or as individuals, are called 
collective nouns. 

{a) The congregation was invited to go as a body. (As a whole) 
(b) The congregation were discussing the matter. (As individuals) 

BOL. ADV. EV. ENG. — - 16 



224 CELEBRATING TREE DAY 

When a collective noun is regarded as a whole it is used with 
a singular verb, as the verb " was " in sentence (a) on page 
223. When a collective noun is not regarded as a whole, 
but as individuals, it is used with a plural verb, as the verb 
" were " in sentence (b). 

3 . Observe how the italicized nouns are used in the following 
sentences : 

1. The boy is here. 

2. I saw the boy. 

3. I bought a tree from the boy. 

4. I gave the boy the tree. 

5. It was the boy's tree. (Ownership by one person) 

6. It was the boys' tree. (Ownership by several persons) 

In the first sentence, " boy " is the subject of the verb " is." 
In the second sentence, " boy " is the direct object of the verb 
" saw." In the third sentence, " boy " is the object of the 
preposition " from." In the fourth sentence, " boy " is the 
indirect object of the verb " gave." For these four relation- 
ships to other words in the sentence, the same word (" boy ") 
is used. This relationship of nouns or pronouns to other words 
in the sentence is called case. 

The subject of a sentence is in the nominative case. A 
direct object or the object of a preposition is in the accusative 
case. An indirect object is in the dative case. The same 
form of the noun is used for these subject and object cases. 

4. In the fifth and sixth sentences a different relationship, 
that of possession or ownership, is shown. How does the form 
of the noun change to indicate that relationship? The 
genitive case is the form that shows the relationship of owner- 
ship. 



CORRECT USE OF NOUNS 225 

If the noun is singular (meaning only one, as " boy ") 's is 
added to form " boy's." If the noun is plural (meaning more 
than one, as " boys ")-the apostrophe without the 5 is added 
to form " boys'. " If a plural is formed with another ending 
than s, as " men," the 's is added. We say " man's " for 
possession by one man, and " men's " for possession by 
more than one man. It is important to remember to insert 
the apostrophe in all genitive cases of nouns. 

Remember : 1. A noun is the name of a person, a place, a 
thing, or an idea. 

2. Nouns are of two classes, proper and common. Proper 
nouns are particular or individual names; common nouns 
are general names. Proper nouns are always begun with 
capitals. 

3. A collective noun is a group of words that may be regarded 
as a whole or as individuals. When a collective noun is 
regarded as a whole it is called singular and is followed by 
a singular verb. When it is regarded as individuals it 
is called plural and is followed by a plural verb. 

4. Nouns have two forms to show case, or relationship: 
(1) a subject or object form and (2) a genitive form. 
The genitive form is made by adding 's to the word 
(" boy's book "). If the plural form ends in s, only the 
apostrophe is added (" boys' books "). 

An Exercise. In the sentences on page 226 (1) tell the 
case relationship of each noun, (2) explain how the genitive 
case is formed, (3) point out the proper nouns and tell how 
they must be written, (4) tell whether the collective nouns are 
regarded as a whole or as individuals. 

Analyze the sentences. 



226 CELEBRATING TREE DAY 

i. The forests of America are this country's glory. 

2. The tree's great height was doubted by the forester. 

3. The trees' great height was a cause of surprise. 

4. The class are undecided about the class tree. 

5. The children's great pleasure was to roam through the woods. 

6. The herd of cattle was sold for a great sum. 

7. The herd of cattle were roaming through the valley. 

8. Pittsburgh's pride is her great industry in steel. 

9. McCormick's gift to America is the harvester. 

10. Edison is the owner of many patents of inventions. 

11. The national parks are noted for their beautiful trees. 

12. Destruction of the forests is one of the causes of floods. 

29. Writing a Paragraph. You have chosen your State 
Tree (page 221). Plan, now, to plant this tree, or another 
equally good, in the school yard or in some other desirable 
place. 

At a tree planting a short speech should be made, telling 
(/) why it is good to plant any kind of tree, and (2) why you 
desire to plant this particular tree. 

Make an outline for such a speech. 

Write the speech in two paragraphs. Read it aloud to 
see how the sentences sound. Try rearranging the sentences 
in different ways to make them sound well. 

Read the speeches, or tree orations, aloud in class. At 
the end of the period vote for the one you like best. The 
writer of this speech will memorize it to deliver at the Tree 
Planting. 

An Expression Drill. At home practice your talk for the 
program. Speak slowly and distinctly. 

30. Presenting a Program. In a class period present the 
following program. The talks will be given by the majority 



A TREE PLANTING 



227 



of the class, those not assigned to the other parts. They will 
tell (1) how to take care of trees, or (2) how to beautify a 
community by means of trees. 



A TREE PROGRAM 

A recitation in relay. What Do We Plant (Page 31) Three pupils 
EXHIBIT OF COMMUNITY TREES. (Page 221) 

Explained by chairman of committee 

A recitation. Trees (Page 218) A pupil 

TALKS. What to Do with a Community Tree (Page 227) . The class 

(The class will go to the school yard) 

A tree planting The class 

tree oration. Why We Plant a Tree (Page 226) ... A pupil 




PROJECT 24. TAKING A JOURNALISTIC 
TRIP THROUGH THE SCHOOL 




31. Giving Directions Plainly. How are directions indi- 
cated on the map below? Suppose a stranger met you on 
Main Street between Berkshire Avenue and Amherst Street, 
and asked you to direct him to School 74. Find the shortest 
route and think out directions, using north, south, east, or west. 
Then give the directions with the words right and left to indi- 
cate the turns. 

See how many different routes you can use from the corner 
of Amherst Street and Parkridge Avenue to School 74. Copy 
them on the board and trace them on the map. 




GIVING DIRECTIONS 229 

Each crossing of two streets has four corners, which you 
should be able to designate ; as, " northeast corner." Tell 
how to designate each corner building where the streets cross. 
Draw two streets crossing each other. Tell how to locate the 
building on each corner. 

Drawing a Map. Draw a square map of streets from your 
schoolhouse to the railroad station, post office, or other public 
building. Practice giving directions how to go from one of 
these buildings to your school. 

32. An Enunciation Drill. Copy on the board the names 
of your county, town, and ten important streets. Practice 
pronouncing the names distinctly, with full value to each 
syllable. 

A Talk to the Class. Imagine that the class is a stranger 
asking for directions. Select one of the following (or similar 
buildings) and give plain directions how to go from that build- 
ing to your school. If a mistake is made in directions, be ready 
to show the speaker's mistake when he finishes speaking. 

1. Railroad station 3. Post office 5. Hospital 

2. Your largest hotel 4. City hall 6. Market 

Reminders 

1. Speak clearly so that you will be understood. 

2. Pronounce names of streets very distinctly. 

3. Use the words right or left (or north, south, east, or west) to tell 
the way to turn. 

4. Indicate the corner on which your school is located. 

Voting for the Best. At the end of the period vote for the 
three pupils who gave directions the best. Write these names 
on a slip of paper and check them up on the board. Copy the 
three winning names on the board. 



230 TAKING A TRIP THROUGH THE SCHOOL 

33. Definiteness in Giving Information. Imagine that a 
stranger much interested in schools is coming to your com- 
munity to visit one school. He will go to the school where 
the pupils can give the plainest, most definite directions so that 
none of his time is wasted. 

This stranger (Mr. Charles Day) will arrive on the evening 
train. He wishes to know exactly how to reach the best hotel, 
and what accommodations in that hotel will cost. Find this 
information for him. 

Writing a Paragraph. Write the exact directions for Mr. 
Charles Day (7) from the railroad station to the hotel or 
(2) from the hotel to your school. Some of you can do both. 

Read the paragraphs aloud in class to see whether they are 
complete, accurate, and definite. 

Trace the routes on your map. 

34. Personal Pronouns and Their Use. Compare the pro- 
nouns in the following sentences. Which apply to a person 
speaking? Which apply to a person spoken to, or addressed? 
Which apply to a person spoken of ? 

1. / am going to meet Mr. Day to-morrow. 

2. You walk three squares on State Street, Mr. Day. 

3. He was tired when he arrived. 

The words " I," " you," and " he " stand for persons, and 
are called personal pronouns. 

There are three ways in which a person can be regarded : 
(1) as speaking, (2) as spoken to, (3) as spoken of. The 
three groups of pronouns indicate these ways : 

(/) Person (or persons) speaking: /, me; we, us 

(2) Person (or persons) spoken to : you 

(3) Person (or persons) spoken of : he, him; she, her; it; they, them 



PERSONAL PRONOUNS 231 

Pronouns may stand for things without life ; as, " it," stand- 
ing for a book. They may stand for living people ; as, " he," 
standing for a man, and " she," standing for a woman. This 
distinction of sex is called gender. A word indicating the 
male sex is in the masculine gender (" man," " boy," " he ") 
and a word indicating the female sex is in the feminine gender 
(" woman," " girl," " she "). A word that is without life (or 
sex) is in the neuter gender (" box," " it "). 

For which words do the italicized pronouns stand in the 
following selection ? 

Mary saw Mr. Jones. He had the box in his hand. It 
had been found in the cloak room. 

The word " he " stands for Mr. Jones. The word for which 
a pronoun stands is called the antecedent of the pronoun. 

The pronoun should always be in the same gender and num- 
ber as its antecedent. In the above selection what is the 
antecedent of the pronoun " it "? 

In the following sentences tell the gender of the italicized 
words. Name the antecedents. 

1. The man regretted that he was late. 

2. A girl saw him on the street. 

3. She reported that he had come. 

4. Where is the man's suitcase ? It is here. 

In the following sentences point out the personal pronouns 
that mean one (or are singular) and those which mean more 
than one (or are plural) . 

1. I think Mr. Day will visit this school. 

2. We think Mr. Day will visit this school. 

3. Alice, you may go home. 

4. Alice and James, you may go home. 

5 . He was at the train before she arrived , but they met Mr. Black. 



232 



TAKING A TRIP THROUGH THE SCHOOL 



By their form most personal pronouns show whether they 
mean one or more than one. The pronoun you, however, may 
mean one or more than one, according to the word for which it 
stands. In the third sentence at the bottom of page 231 
" you " refers to " Alice " and therefore means one. In the 
fourth sentence, it refers to " Alice and James " and therefore 
means more than one. 

You have already learned that pronouns have one form for 
the nominative case and another for the accusative and dative. 

Nominative case (Subject) : I am here. 

Accusative case / ( Direct ob J ect ) : l saw Um ' 

Accusative case j (object of preposition) : He gave it to me. 

/T ,. , v. .n f I eave him the book. 
(Indirect object) : ( R | gaye mg the book 

Personal Pronouns 



Dative case 





Person 


Number 


Gender 


Case 


/I 


first 


singular 


mas. or fern. 


nominative 


\ me 


" 


" 


" " " 


accus. or dative 


/ we 


u 


plural 


tt U U 


nominative 


I us 


" 


" 


" " " 


accus. or dative 


you 


second 


sing, or plu. 


" " " 


nom., accus., or 
dative 


[he 


third 


singular 


mas. 


nominative 


I him 


" 


" 


" 


accus. or dative 


/she 


" 


" 


fern. 


nominative 


\her 


" 


" 


" 


accus. or dative 


it 






neuter 


nom., accus., or 
dative 


/they 


" 


plural 


mas., fern., or neuter 


nominative 


I them 


" 






accus. or dative 



PERSONAL PRONOUNS 233 

Always say, you were (not "you was"), whether one or 

more than one are meant. 
Say, they were (not "they was"), and we were (not "we 

was "). 
Remember : 1. Personal pronouns are pronouns that show by 

their form whether the person is speaking, is spoken to, 

or is spoken of. 

2. He and him are masculine gender; she and her are 
feminine gender; it is neuter gender. 

We, you, they , and them may be either masculine or feminine, 
or both, according to the word for which they stand {the 
antecedent) . 

They and them are neuter gender, when the word for which 
they stand is without sex. 

3. The pronouns I, me, you, he, him, she, her, and it are 

in the singular number and refer to one. 
The pronouns we, us, you, they, and them are in the plural 
number and refer to more than one. 

4. Use I, she, he, it, we, you, and they for the nominative 
case. 

Use me, you, him, her, it, us, and them for the object relation, 
or accusative case. 

35. Writing a Letter. Write a letter to Mr. Charles Day, 
1 1 79 F Street, Washington, D. C, inviting him to visit your 
school. In the body of the letter put your paragraph of 
directions rewritten to suit the letter. Also tell Mr. Day 
that you will write to the hotel, asking the clerk to reserve 
a room for him. 

Make an envelope and address it. 



234 TAKING A TRIP THROUGH THE SCHOOL 

Drawing a Map. Draw a map that shows the route from the 
railroad station to the hotel and from the hotel to your school. 

Writing a Letter. One half the class will volunteer to write 
a letter to the hotel, asking for the reservation of a certain 
priced room for a certain date for Mr. Charles Day. 

36. How Words Are Formed. In the following words 
which parts are the beginning, the middle, and the end ? 

im port er ex port er 

The main part of a word, as " port," is called the root. A 
syllable placed before it to change the meaning is called the 
prefix. " Im " is a prefix giving the idea of " in." " Ex " is 
a prefix giving the idea of " out." The syllable placed after 
the root gives an idea of the way the word is used, and is 
called the suffix. " Er " means " one who." The word 
" importer," therefore, means " one who brings something in." 

The way a word is formed is called derivation. 

Prefixes 

ab, a away from I ad, ac, af . . . . to, towards 

ex, e out of | im, in into, to 



Roots 



anim life 

cap, capt take 

clin lean 

due lead 

liter letter 



mag great 

man hand 

mar sea 

pend . . . . • . . hang 

prim first 



Suffixes 
ern, erly . . in the direction of | er, ist one who 

Remember : Learn the most common roots, prefixes, and 
suffixes to help you use words correctly. 



INFLECTION OF PRONOUNS 235 

Inflection : An Exercise. Inflection is some change in the 
form of a word to indicate a change in the use. In the chart 
on page 23 2 point out the inflection of the pronouns in person, 
number, gender, and case. 

The inflection, or the change in form of a noun or a pronoun, 
is called declension. The pronoun //for instance, is declined : 

Singular Plural 

nominative, / I nominative, we 

accusative or dative, me \ accusative or dative, us 

Decline the pronouns you, he, she, and it. 
Point out the person, number, gender, case, and antecedents 
of the pronouns in the following sentences : 

1. The third desk is Mary's. It is new. 

2. Mr. Day saw it. He praised the good order. 

3. The teacher was pleased with him. 

4. She asked us to put the books away carefully. 

5. " Put the books away," she said. 

6. Mr. Day said that we were very quick. 

7. He said to her, "They are very quick." 

8. He said he would visit other schools and tell them about us. 

9. We thanked him for visiting the school. 
10. He said, "I was delighted to meet you." 

37. Correct Use of Personal Pronouns. Observe the 
following : 

1 . Pronouns used as subjects must be in the nominative case. 

Right: George and / went. 
Wrong: George and "me" went. 



236 TAKING A TRIP THROUGH THE SCHOOL 

2. Politeness demands that in using / or me with other 
nouns or pronouns, you always put it last. 

Right: Grace and / went. He and / went. 

Wrong: "I" and Grace went. "Me" and "him" went. 

3. In addressing a person, put the you first. 

Right : You and Mary should go. 
Wrong: Mary and "you" should go. 

4. If you are using all three forms of the personal pronouns, 
follow the order, you, he, and /. 

Right. You, he, and / went together. 

Wrong. " He, you, and I " (or " I, you, and he ") went. 

5. Nominative forms of the pronouns are used after than. 
Right : She is quicker than I (than I am quick) . 

Wrong: She is quicker than "me." 

6. A pronoun as predicate nominative refers to the subject 
and therefore should be in the nominative case. 

Right : It is /. Right : It was they. 

Wrong: It is "me." Wrong: It was "them." 

7. When pronouns are objects of verbs or prepositions they 
should be in the accusative case. Do not let an intervening 
word throw you off the track. 

Right: The box was sent to you and me. 

Wrong: The box was sent to you and "I." (You would not 

say "to I.") 
Right : John saw hint and me. 
Wrong: John saw him and "I." (You would not say "saw I. ") 

8. When my, your, him, her, and it are combined with the 
word self, we have the compound personal pronouns. Myself, 



CORRECT USE OF PRONOUNS 237 

yourself, himself, herself, itself, and their plurals, ourselves, 
yourselves, and themselves are compound personal pronouns. 

(a) Compound personal pronouns are used as objects of verbs 
or prepositions when they refer to the subject and name the 
same person or thing as the subject ; as, "I hurt myself." 

Right: She saw herself in the glass. (Herself and she the same) 
Wrong: He saw Tom and "myself." (Myself not the same as he) 
Right: She addressed the letter to herself. (Herself the same as 

she) 
Wrong: The box was for "herself." (Herself not the same as 

box) 

(b) They are used for emphasis; as, "I myself went." 
Do not use compound personal pronouns alone as subjects. 

Right : You yourself are invited. 

Wrong: "Yourself" and a friend are requested to come. 

An Exercise. Select the correct forms in the following 
sentences and tell why they are correct : 

1. Grace and went with Mary and to see . (I, 

me, he, him, it, we, us, you) 

2. I cut accidentally but did not tell . (Me, myself, 

you, she, her, he, him) 

3. We like this plant, but like that one. (You, your- 

self, ourselves, he, they, we) 

4. She reads faster than : . (Me, I, she, her, him, he, we, us) 

5. It was . (Them, they, we, us, me, I, he, him, she, her) 

6. sent the letter to . (Herself, she, you, yourself, 

he, himself) 

7. , , and went to the circus. (You, him, he, me, 

I, she, her) 



238 TAKING A TRIP THROUGH THE SCHOOL 

Writing a Letter. Outside of class write a business letter 
to your superintendent of schools telling him about Mr. Charles 
Day's Journalistic Trip to your school. 

Make an envelope and address it. The envelope and letter 
that show the most improvement will be sent. 

38. Conversation: A Trip through Your School. When 
Mr. Charles Day visits your school you should know exactly 
where you would take him and what you would show 
him. 

To show that you are familiar with the lay-out of your 
building draw on the board roughly a floor plan of the first 
floor and the floor where your classroom is. Mark the class- 
rooms. Some one will volunteer to draw the floor plans on the 
board. 

Where should you take Mr. Day first? Why? Discuss 
where else you should go. What should you show him in 
each room ? What work can you show him in your room ? 
what booklets and posters ? 

Choose a pupil to act the part of Mr. Day. Choose four 
pupils to serve as a committee to show him through your room. 
The committee will choose a chairman to explain. 

After this dialogue has been acted by one group of pupils, 
choose another group of five to try to do it better. 

Handwork. Draw a floor plan of your building. 

39. Everyday Value of the Dictionary. Find in each of 
your textbooks three words the meanings of which are not clear 
to you. Look up these words in a dictionary. Observe the 
spelling, the pronunciation, and the definitions. Look over all 
the definitions and select the one that suits the sentence where 
the word was used in the textbook. 



WRITING A REPORT 239 

A Pronunciation Drill. Each pupil in giving his talk will 
pronounce the three words first, stressing each syllable. 

A Talk to the Class. Tell : (1) what the three words you 
have looked up mean, or (2) the chief things to show Mr. 
Charles Day in your school. 

40. Writing a Report. It would be an excellent plan to have 
a summary, or brief account, of what you have done in your 
studies thus far in school to show Mr. Charles Day. 

Divide the class into four teams, each to take a different 
study. Take out the textbook of the study. Make an out- 
line of the following points : 

I. Textbook and author ; number of pages studied 

II. Chief topics or chapters 

III. The part you have enjoyed most 

IV. The part you have found hardest 

For your subtopics use capital letters in marking and place 
subtopics one half inch to the right. If you subdivide a sub- 
topic use Arabic numbers to designate the subdivision. 



Write the report in four paragraphs. 

Exchange papers in class. Criticize neatness, handwriting, 
paragraphing, margin, indention, punctuation, spelling, and 
sentence structure. Enlarge the periods to see whether each 
sentence is correct. Write your comments in the margin or 
at the end. 

When you get your paper back, observe the suggestions. 
Rewrite the report. 

BOL. ADV. EV. ENG. — 17 




PROJECT 25. HOLDING A GOOD- 
ENGLISH CAMPAIGN 



£ 



41. The Glory of the English Tongue. From where did 
the English language originally come? The following lines 
were written by an Englishman. Why does he say " Our 
Mother Tongue"? What does he mean by "its greenest 
native sward " ? 



Our Mother Tongue 

1 Beyond the vague Atlantic deep, 
Far as the farthest prairies sweep, 
Where forest-glooms the nerve appall, 
Where burns the radiant western fall, 
One duty lies on old and young — 
With filial piety to guard, 
As on its greenest native sward, 
The glory of the English tongue. 




HOW ENGLISH HAS BEEN FORMED 241 

Why does the English language flag stretch across the seas ? 
What blood relation exists between the countries? Why do 
the Spanish and Portuguese language flags stretch from 
Southern Europe to South America? 

The poem begun on page 240 is concluded as follows. Look 
up the meanings of ample, subtle, and maze. 

2 That ample speech ! That subtle speech ! 
Apt for the need of all and each : 
Strong to endure, yet prompt to bend 
Wherever human feelings tend. 
Preserve its force — expand its powers ; 
And through the maze of civic life, 
In Letters, Commerce, even in Strife, 
Forget not it is yours and ours. 

Richard Monckton Milnes 

Name three great writers of England and three of America. 
How is English used in civic life and in commerce ? What can 
British and American boys and girls do to preserve their 
mother tongue — English ? 

42. How English Has Been Formed. The English language 
has over 400,000 words, which express all shades of meaning. 
It has many words that mean nearly the same thing {synonyms) , 
because it is formed from three other great languages. 

The original inhabitants of England were Celts, but in 449 
the Angles, the Saxons, and the Jutes from northern Germany 
came over, drove the Celts back from the coast, and introduced 
their Saxon and Teutonic language, which soon mixed with the 
Celtic tongue. More than six hundred years later (in 1066) 
the French king, William the Conqueror, invaded England 
and conquered the people. 



242 HOLDING A GOOD-ENGLISH CAMPAIGN' 

Thereupon Frenchmen settled in England, and brought in 
their language and customs as the Saxons had done, so that 
many French words, like parlor, veal, etc., were blended with 
the Celtic and the Saxon to help to form the English language. 

The church of the Middle Ages used Latin as its language, 
so when it entered England many Latin words were introduced 
into English. 

All through the years, you see, the English language has 
been adopting words from other languages as new words. 
Many names of inventions have been taken from the Greek 
language ; as, telephone, telegraph, and thermometer. 

Remember : English has a wonderful variety of words from 
which you can choose. Therefore seek the word that 
exactly expresses your idea. 
Use the dictionary daily in your search for new words. 
Be a Word Conqueror ! 

Finding Information, (a) Look up the derivation of 
English in an unabridged dictionary. Tell how England 
might come from Angle-land. 

(b) In the dictionary find out from what languages the 
following words come : 

paternal, fatherly veal, pork 

maternal, motherly parlor, sitting room (see sit) 

fraternal, brotherly benediction, blessing 

(c) Why is the following joke from Life funny? 

Exasperated Passenger. Why don't you keep better time on this 
wretched line? 

Brakeman (confidentially). Well, now then, ma'am, I'll explain it 
all to you. The train before is behind, and this train was behind before 
besides. 



MISTAKES OF THE CLASS 243 

43. A Pronunciation Drill. Give the full sound to the words 
beginning with the syllables a, af, be, de, dis, and pre. 

abate because despair dissect pretend 

a/ford besides debate discern preier 

A Talk to the Class. Make an outline of (a) five words 
you (or others) misspell; (b) correct forms of five mistakes 
you have heard in grammar; (c) three things you enjoy 
most in your English work. 

Keeping a Record. Three secretaries will be appointed by 
the teacher to keep on the board at different places (1) the 
list of misspelled words, (2) incorrect expressions, and 
(3) things most enjoyed. Beside each record may be written 
the name of the person mentioning it ; as, 

Saw it (not "seen it") — Smith, Jones, Brownson 

That man (not "that there man") — Gray, Herold, Axter 

Find out which are the most common mistakes of the class. 

44. Writing a Class Report on Language. You will now 
outline a report on your use of English, as individuals and as a 
class. Find the following information about your own work : 

1. Your handwriting and the neatness of the papers 

2. Words you have misspelled in written work 

3. Punctuation rules you have violated (See page 51.) 

4. Mistakes you have made in grammar (See your written 

compositions.) 

5. Form of written paragraph : Margin and indention 

6. Form of friendly letter and business letter 

Bring this outline of information to class. On the board 
you will now build an outline with six main topics, a complete 



244 HOLDING A GOOD-ENGLISH CAMPAIGN 

class record. To find out which mistakes are the worst 
offenders put a mark beside it for each time it is mentioned ; as, 

forgot margin />SC/ 

" seen " (instead of the correct form " saw ") /// 

Writing a Class Report. Write in six paragraphs a report 
of your class, mentioning in each paragraph the correct forms 
of the mistakes recorded in the outline, or other suggestions 
for improvement. Try to group together in a sentence only 
the ideas that bear some relation to one another ; as, mistakes 
about using verbs. 

The best report will be sent to your principal. 

45. Acting as Investigation Committees. When you begin 
observing the different kinds of mistakes made by various 
members of the class, you find that they fall into different 
groups. For instance, mistakes in organizing thought, in speak- 
ing, and in writing could be grouped under the following heads : 

1. Bad form of a letter ir. Mistakes in using nouns 

2. Bad form of a compo- 12. Mistakes in using pronouns 

sition 13. Mistakes in using verbs 

3. Poor spelling 14. Mistakes in using adjectives 

4. Poor punctuation 15. Mistakes in using adverbs 

5. Poor capitalization 16. Mistakes in using prepositions 

6. Use of slang 17. Mistakes in using conjunc- 

7. Scarcity of words tions 

8. Poor understanding of 18. Mistakes in using interjections 

words 19. Poor sentence structure 

9. Poor pronunciation 20. Poor paragraphing 
10. Inaccuracy of ideas 21. Poor outlining 

Divide these groups among the class. Arrange so that two 
pupils will serve as a committee to work together in finding 



VALUE OF GOOD ENGLISH IN LIFE 



245 



the mistakes to put under each head. Each committee will 
then investigate the mistakes of the class and search in this 
textbook and in grammars for the correct things to know about 
each head. In looking for information consult the index of 
the reference book. 

Writing a Letter. Write a letter to your principal, asking 
permission to have a Good-English celebration at a later 
date. The letter that shows the most improvement will 
be delivered in person by the writer. 

Handwork. Divide the class into six teams, each to prepare 
a large poster to show the value of good English in one of the 
following parts of your community. Each will write down as 
his contribution the different things to say for his topic about 
good thinking, good speaking, and good writing ; then you will 
meet as committees, discuss these, and choose the best to 
represent on a poster. The committees will meet outside of 
class. Each committee will choose a chairman. 




246 



HOLDING A GOOD-ENGLISH CAMPAIGN 



46. The Relation of Parts in a Sentence. Many sentences 
are like trees. The subject is the root ; the predicate is the 
trunk ; the object or words that complete the predicate verb are 
the crown ; and the predicate modifiers are the side branches. 

Observe a sentence tree, first in bare outline, then clothed 
with words to bring out the relationships shown in the other 
tree. 




The tree on the left has a brief outline of : 

who when how 

did what where why 

The tree on the right has these relationships filled in 
follows : 

Who: The boys 

Did what: The boys played ball 

When : The boys played ball on Saturday 

Where : The boys played ball on Saturday in the field. 

How: The boys played ball on Saturday in the field 

enthusiastically 
Why: The boys played ball on Saturday in the field 

enthusiastically because they had a holiday. 



INTERROGATIVE PRONOUNS 247 

An Exercise. In the following mixed-up sentences find 
the ideas that express who, what, where, when, how, and why. 
Rearrange each sentence in three different ways. Put a star 
after the one that you think sounds best. 

1 . Diligently — ■ at school — because he wants to learn — studies 

his lessons — a good student — every day. 

2. Hunted chestnuts — on Halloween — because they liked to 

eat them — eagerly — the boys and girls — in the woods. 

3. Because a flower-lover had planted the bulbs — gayly — by 

the brickwall — bloomed — in April — a bed of tulips. 

4. Reverently — on Thanksgiving Day — offered thanks — be- 

cause the family had been well and happy — in church — 
the father and mother. 

47. Sentence Building. Make up ten sentences using 
who, what, when, where, how, and why ideas. Try to make 
each sentence apply to the value of speaking well, writing 
correct English, or reading good books. 

Writing a Letter. Write a letter to your father, to your 
mother, or to some one at home. Express in one sentence 
your wish to speak and write good English, using who, what, 
when, where, how, and why ideas. 

Make an envelope and address it. 

48. Interrogative Pronouns and Their Use. What is the 
purpose of the following sentences? 

1. Who is at the door ? 

2. From whom did you get the book ? 

3. To whom did you give the book ? 

The above sentences ask questions. They do this by means 
of the words " who " and " whom." Pronouns that are used 
to ask questions are called interrogative pronouns. 



248 HOLDING A GOOD-ENGLISH CAMPAIGN 

Observe the two forms of the pronoun in the sentences on 
page 247. Which is in the nominative case? Which is in 
the accusative case? 



Nominative case 
Accusative case . 



For people 
who 
whom 



For animals and 
which what 
which what 



Remember : Who, whom, and which are interrogative pronouns 
when they ask questions and stand for nouns. 
Who and whom are used for people; what and which are used 

for animals and things. 
Who is used for the nominative case or the predicate nomina- 
tive. Whom is used for the accusative case after verbs or 
prepositions. 
Do not confuse whose and who's. Who's means who is. 
Whose is the possessive adjective. 

An Exercise. Fill in the correct forms — who, whose, whom, 
what, or which — in the blanks. Give a reason for your 
choice. 



1. was speaking to you? 



2. 



To did you give your skates ? 

3. Here are two caps. is yours? 

4. did you give the poor man ? 

5. For were you looking? 

6. I see three dogs. is yours ? 

7. For are you hunting in the medicine chest ? 

8. For did you look ? 

9. Here are three answers. is right ? 

10. called to you just now? 

11. barked at you? 

12. To did you give that book? 



A CLASS RESOLUTION 249 

49. The Value of Good English. At the beginning of the 
period discuss the value of good English in everyday life : 

If you received a letter from a person you did not know, 
how might the letter make a good impression on you ? 

If a stranger talked to you, how might that person impress 
you favorably ? unfavorably ? 

What special need do the following have for ability to speak 
and write English plainly and forcibly ? 



I. 


A doctor 


7- 


A foreman 


13- 


A librarian 


2. 


A writer 


8. 


A printer 


14. 


A bookkeeper 


3- 


A clerk 


9- 


A merchant 


15- 


An architect 


4- 


A typist 


10. 


An engineer 


16. 


A stenographer 


5- 


A lawyer 


' 11. 


A lecturer 


17- 


A professor 


6. 


A teacher 


12. 


A minister 


18. 


A scientist 



Writing a Class Resolution. In class make up a resolution 
in two paragraphs : 

(/) What abilities you would like to have in English. 

(//) Reasons why you would like to have them. 

The best resolutions will be posted in the school corridor. 

50. A Breathing Game. The sound of 00 helps to open the 
throat. Repeat 00 — oh — ah as often as you can in one 
breath. 

A Talk to the Class. Select one of the persons listed at the 
top of this page and tell the class how ability to speak, write, 
and read well will help him (or her) to be of greater service in 
the world. 

An After-School Parade. After school hold a parade, in 
which the committees appointed on page 245 will carry their 
posters. 

Perhaps several schools can combine to make a large parade. 



H 



PROJECT 26. TAKING A JOURNALISTIC 
TRIP THROUGH AMERICA 




Si. The Spirit of the Season. On this page and the next 
are two poems that well sum up the Spirit of Winter and the 
Spirit of Spring. Give a name to the Spirit of Winter. Tell 
what he does. Draw on the board what Jack Frost is de- 
scribed as doing in this poem. 

Frost Work 

1 These winter nights, against my windowpane 
Nature with busy pencil draws designs 

Of ferns and blossoms and fine spray of pines, 

Oak leaf and acorn and fantastic vines, 

Which she will shape when summer comes again. 

2 Quaint arabesques in argent, flat and cold, 
Like curious Chinese etchings. . . . By and by 
(I in my leafy garden as of old) 

These frosty fantasies shall charm my eye 
In azure, damask, emerald, and gold. 

Thomas Bailey Aldrich 

Which words in the second stanza are like a blur in the line 
because you do not know the meanings? Look them up in 
the dictionary. Explain how these frost pictures will charm 
the poet's eye later, in a summer garden. 

Make up a name for the Spirit of Spring in the poem on 
page 251. 

Memorize the poem that you like better. Copy it from 
memory. 

Handwork. Draw a poster of either Jack Frost or the 
Spirit of Spring, and print underneath the stanza that suits. 
250 



STUDY OF A POEM 



251 



The Secrets of Spring 

1 There's something in the air 
That's new and sweet and rare — 
A scent of summer things, 

A whir as if of wings. 

2 There's something, too, that's new 
In the color of the blue. 

That's in the morning sky, 
Before the sun is high. 

s And all this changing tint, 
This whispering stir and hint 
Of bud and bloom and wing, 
Is the coming of the spring. 



Nora Perry * 



52. Conversation. Consult a geography to see which 



would be the most enjoyable trip to take 




The. St.Lawrlnce. Rivut 

GELAT L.AKE5 and and the. 

Niagara Tali.5 Sagiunay 



* Copyright by Little, Brown and Company. 



252 TAKING A TRIP THROUGH AMERICA 

Follow the line of the arrow. Be ready to tell what you 
would see. Trace the route in a geography. 

Writing a Letter. Write a business letter to the Department 
of the Interior, Washington, D.C., asking that the booklet 
with descriptions of our National Parks be sent to you. 

Make an envelope and address it. The best letter will be 
sent. 

The teacher will appoint the writers of the three best letters 
a committee to take charge of the reply and to mount the 
pictures of the parks for the class to examine. 

53. An Enunciation Drill. Imagine yourself the railroad 
official announcing trains for the four places at the bottom of 
page 251. Practice throwing your voice to the rear of the 
room in starting your talk by announcing the place you have 
chosen, cutting off each syllable sharply. 

A-las-ka — and — the Ca-na-di-an — Rock-ies — 

A Talk to the Class. After you have announced your 
subject, tell why you have chosen those places for a journalistic 
trip. 

Reminders 

1. Look at your audience. 

2. Give three good reasons. 

3. Make your reasons definite, not vague. 

54. Relative Pronouns. In the following sentences point 
out the principal clauses and the subordinate clauses. Which 
words connect the subordinate clause with the principal 
clause ? 

1. Ned, who led the class, was absent. 

2. The bird that flew away was a cardinal. 

3. The man who was sick left. 



RELATIVE PRONOUNS 253 

The words who, which, and that connect the subordinate 
clauses with the principal clauses, but they also stand for 
other words. In the first sentence who refers to Ned, 
meaning " and Ned led the class." It would sound very- 
awkward to repeat the same words, however, so we use who, 
which, and that instead. 

A word that stands for a noun or a pronoun and also connects 
a subordinate clause with the principal clause is called a 
relative pronoun. The word for which it stands is called the 
antecedent. 

Point out the antecedents in the other sentences at the 
bottom of page 252. 

The relative pronoun who has distinct forms for the nomina- 
tive and accusative cases, but the others remain unchanged. 



Nominative case who that 

Accusative case whom that which 

Who and whom are used largely of people, or of animals 
spoken of as especially intelligent. Which is used of animals 
or things. That is used of persons, animals, or things. 

There are other words that act as relative pronouns. What 
is a word that has the antecedent included in itself ; as, 

1. I know what you want. 

2. I know that which you want. (Expressed in full) 

As, more often a conjunction, may be used as a relative 
pronoun after the words such and same. 

1. Such flowers as I had I gave (The flowers that I had I gave). 

2. These states have the same mountains as those {that those 
have). 



254 TAKING A TRIP THROUGH AMERICA 

When who, whom, which, and what are joined with ever or 
soever they form compound relative or interrogative pronouns. 
An antecedent like anybody, everything, a person, etc., is implied. 

Nom. whoever whichever whatever whosoever which- what- 
Accus. i soever soever 



whom- whichever whatever whom- which- what- 
Dative \ ever soever soever soever 

Remember : Relative pronouns are pronouns that connect sub- 
ordinate clauses with principal clauses. The most im- 
portant relative pronouns are who, which, that, and what. 

Compound relative pronouns are formed by adding " ever " 
or " soever " to " who," " which," and " what." 

Who and whom are used for persons. Which is used for 
animals, things, or ideas. That is used for persons, 
animals, things, or ideas. What is used for things or 
ideas. 

Who is used for the nominative case, and whom for the accu- 
sative case. 

An Exercise. Point out (a) the simple relative pronouns, 
(b) the compound relative pronouns, (c) the antecedents, 
(d) the clauses the pronouns introduce, and (e) the case in 
each clause. Point out the interrogative pronouns. 

i. The man that sat beside you has left the train. 

2. To whom did you give your suitcase? 

3. Mr. Gray, who is an elderly man, walks with a cane. 

4. I know what you are thinking. 

5. I had news that you had arrived. 

6. I saw the boy to whom you gave your grip. 

7. He knows the man whom you called. 

8. Who was running the locomotive? 

9. The stones, which lay about loose, were quartz. 



KINDS OF CLAUSES 255 

10. Whoever is ready may go. 

11. I will do whatever you say. 

12. Whatsoever he does will succeed. 

55. Writing a Summary. Divide the class into four teams, 
each to select one of the trips at the bottom of page 251. 
You have worked out your route by means of your geography. 
Make an outline of the places you would pass. Through what 
states should you go? Follow the arrows on the map. 

Write a paragraph mentioning the states and telling what 
you would see in each state. Make a sentence for each state - 
If you have a number of things to say about a certain state, 
enumerate them in a sentence as a series. 

Try to make your paragraph sound inviting, so that a reader 
would want to take the trip. 

56. Determinative and Descriptive Clauses. Notice that 
in the first sentence below the clause " that is fifth in the 
row " restricts the meaning of " house " and determines what 
particular house is meant. Such a clause is called a determi- 
native clause. Note that in the second sentence the clause 
" which is a colonial mansion " gives an added thought, which 
describes the house. Such a clause is called a descriptive 
clause. Descriptive clauses are always set off by commas. 

Tell which kind the clauses in the remaining sentences are,, 
and why. 

1. The house that is fifth in the row was robbed. 

2. Mr. Brown's house, which is a colonial mansion, was open to 

the public. 

3. Harold, who is usually prompt, is late to-day. 

4. The boy that is absent will lose his mark to-day. 

5. The apples, which were delicious winesaps, cost twenty cents. 

6. The apples that sold for twenty cents are all gone. 

BOL. ADV. EV. ENG. 18 



256 TAKING A TRIP THROUGH AMERICA 

Remember : A determinative clause is a relative clause that 
determines or restricts the meaning of the antecedent. It 
is usually introduced by that and is not set of by 
commas. 
A descriptive clause is a relative clause that describes the 
antecedent by adding another thought to it, not by re- 
stricting its meaning. It is set of by commas. 

An Exercise and Analysis. (1) Fill the blanks with the 
proper pronouns. (2) Tell whether the clauses are determi- 
native or descriptive. (3) Punctuate and analyze the 
sentences. Insert capitals. 

1. the book i am reading is good 

2. Chicago is the largest city of the middle west is located 

on lake michigan 

3. he is not with us is against us 

4. we will go to alaska is our largest possession 

5. longfellow wrote evangeline was born in portland maine 

6. the train follows this is two hours late 

7. the revolutionary war by we gained freedom from eng- 

land was begun in 1775 

8. a man works six days needs a day of rest 

9. The boy sits near the door is to report to the principal 

57. Imagining a Scene. Imagination is that power of the 
mind that builds pictures, fashioned often in words or put 
on canvas by means of paints. The writer sees in his own 
mind a vision of a place. Because it exists only in his mind, 
we say it is imaginary. 

Be ready to show how a painter would sketch a scene to fit 
the description on page 257. Observe how the feelings of 
anger, weariness, and sullenness are expressed throughout. 




WRITING A DESCRIPTION 257 

A Farm Scene 

1 A farm in the valley ! 2 Over the mountains 
swept jagged, gray, angry, sprawling clouds, ^SflPy^ 
sending a freezing thin drizzle of rain as they 
passed, upon a man following a plow. 3 The 
horses had a sullen and weary look, and their manes and tails 
streamed sidewise in the blast. 4 The plowman clad in a ragged 
gray coat with uncouth, muddy boots upon his feet walked with 
his head inclined toward the sleet, to shield his face from the 
cold and sting of it. 5 The soil rolled away black and sticky 
and with a dull sheen upon it. 6 Near by, a boy with tears on 
his cheeks was watching cattle. 7 A dog was seated near, his 
back to the gale. Hamlin Garland : Up the Coulee 

Imagine a scene that you might observe from the car 
window of your train as you follow the route you have chosen 
on page 255. Imagine how it would look under one of the 
following weather conditions : 

1. Confusion of a snowstorm 5. Terror of a flood 

2. Gentleness of a summer rain 6. Cruel dreariness of drought 

3. Shining whiteness of moonlight 7. Peace at sunset 

4. Wakening of life at sunrise 8. Budding life of a spring day 

What persons will you put in your picture ? what parts of 
nature ? what animals ? 

Writing an Imaginary Description. Write a paragraph 
describing your scene. Use as a model Hamlin Garland's 
paragraph. Make a list of his descriptive words. Make a 
similar list of words for your composition to describe the 
emotion of your scene. 

58. Finding Opposites of Words. On page 258 you will 
find a list of ideas that Hamlin Garland uses to build his 
description of a farm scene. Find them in the selection. 



258 TAKING A TRIP THROUGH AMERICA 

Names of persons, animals, and things described: Farm, moun- 
tains, clouds, rain, man*, horses, manes, tails, plowman, soil, boy*, 
dog 

Verbs of action: Swept, passed, streamed, clad, walked, rolled, 
was watching, was seated 

Adjectives that describe: Jagged*, gray, angry*, sprawling, freez- 
ing, thin*, sullen, weary*, ragged, gray, uncouth, muddy, black*, 
sticky, dull 

Adverbs that describe: Sidewise, away, nearly, near* 

In English we have many words that mean opposites ; as, 
hot and cold, wet and dry, right and left. Words that mean 
opposites are called antonyms. 

In the lists given above tell a word that gives the opposite 
idea for each word marked with a star (*). 

Think of expressions to use to show an opposite idea for the 
other words. 

Sentence Building. (7) Tell the antonyms, or opposites, 
for the following words. (2) Make up sentences in which 
you contrast ideas or things ; as, " I go to the right; but you 



go to the left." 








1. strong 4. sick 7. willing 


10. success 


13. rude 


16. soon 


2. fresh 5. nobody 8. future 


1 1 . sorrow 


14. love 


17. odd 


3. tired 6. easy 9. foolish 


12. enemy 


15. rise 


18. rich 



59. Writing a Letter. Write a letter to Hamlin Garland, 
using his description as a model for the body of your letter. 
Begin it " I am going to describe a farm in a valley entirely 
opposite to yours ! " Then, using his kinds of sentences, 
choose words that describe the mountains, man, horses, 
boy, and dog in an entirely different (a happy) mood. Find 
opposite verbs, adjectives, and adverbs to use. Make this a 
happy, sunshiny picture. 



CLASS BOOKLETS 2 $9 

Read the body of each letter aloud in class. The best one 
will be exhibited on the board later. 

Dictation. Copy Hamlin Garland's description on page 257, 
as the teacher dictates it. 

60. An Enunciation Game. Draw a checkerboard and 
write nine words with final ing. Pronounce the words up 
and down, across and diagonally. 

A Talk to the Class. Imagine that you are directing a 
painter's hand as he draws and paints on the blackboard a 
scene you have imagined. Choose one of the following and 
describe it so that the class can see it. 

When each speaker finishes, all who got a clear picture of 
the place described should raise their hands. 

1. A castle on the hill 5. A field of ripening wheat 

2. A tent in the woods 6. A lake at sunset 

3. A log cabin by a stream 7. A snow-bound cabin 

4. A little brown home 8. A little corner grocery 

Reminders 

Think about these questions before you come to class : 

1. Where are things located in your picture? 

2. What persons or animals are in it ? 

3. What are they doing? 

4. What feeling is the picture to arouse? 

5. What expressions can you use to bring out this feeling? 

6. With what idea will you begin? 

7. With what idea will you close ? 

Handwork. Bind the written work of each team for each 
trip (page 255) together in a booklet for exhibition. Make an 
appropriate cover. 




PROJECT 27. FORMING A ROUND 
TABLE 







61. The Search for Honor and Adventure. 

Many years ago, the valiant knights of England, 
who gathered about King Arthur, were called 
"Knights of the Round Table." King Arthur 
himself tells of the noble vow they took for 
honor and service. They sought adventures in 
doing good throughout the world. 

Here is the pledge they made to King Arthur : 



The Knight's Pledge 

1 1 made them lay their hands in mine and swear 

2 To reverence the king as if he were 

3 Their conscience, and their conscience as their king, 

4 To ride abroad redressing human wrongs, 

5 To speak no slander, no, nor listen to it, 

6 To lead sweet lives in purest chastity, 

7 To love one maiden only, cleave to her, 

8 And worship her by years of noble deeds, 

9 Until they won her ; . . . 

10 Not only to keep down the base in man, 

11 But teach high thought, and amiable words, 

12 And courtliness, and the desire for fame, 

13 And love of truth, and all that makes a man. 

Alfred Tennyson 

How many different things did the knights promise ? Copy 
them separately on the board. 

What is conscience 3 ? How would these knights make the 
world better? Look up in the dictionary the words that you 
do not know, and discuss this famous pledge. 



FORMING AN IDEAL IN LIFE 261 

Your class will now change itself into a Round Table and 
try to do something that would please a leader like King 
Arthur. 

Sentence Building. Beginning with the second line of the 
poem, change it into at least six commands that might be 
given to people of to-day. Omit "to." 

62. Forming a Round Table. Find in the encyclopedia 
or other reference books the names of Knights of the Round 
Table. Elect a pupil to be King Arthur. Choose the 
name of a knight for yourself. Get stories of King Arthur's 
Round Table from the library while you are working on this 
project. 

A Breathing Drill. (1) Breathe in quickly through the 
nose. Expand the middle of the body, but do not raise 
the shoulders. (2) Then exhale through the mouth. Breathe 
out from the middle of the body, but do not lower the 
chest. 

A Talk to the Class. In the poem on page 260 King Arthur 
urges his knights 

To teach high thought, and amiable words, 
And courtliness, and the desire for fame, 
And love of truth, and all that makes a man. 

Think about these traits that King Arthur asks his knights 
to teach the people. Be ready to tell which of these things 
you could teach to-day to a younger brother or sister. Explain 
your idea of " all that makes a man " (or a woman). 

63. Forming an Ideal in Life. At a certain business men's 
meeting the subject " Things I Wish I Had Known before I 
Was Twenty-one " was discussed. 



262 FORMING A ROUND TABLE 

Twenty-five prominent business men summed up what they 
considered necessary for boys and girls to know as follows : 

i. What you are going to do for a living, or what your life 
work will be. 

2. That your health after thirty depends largely on what 
you have put into your stomach before you are twenty-one. 

3. That a man's habits are hard to change after he is twenty- 
one. 

4. That a harvest depends upon the seeds sown — wheat 
produces wheat, thistles bring forth thistles, ragweeds spoil good 
pasture, and wild oats sown will surely produce all kinds of 
misery and unhappiness. 

5. That there is a commercial value in being neatly and 
sensibly dressed. 

6. That everything your mother wants you to do is right. 

7. That the successful man has learned to take care of money. 

8. That the greatest joy in life is serving your fellowmen. 

9. That things worth while require time, patience, and work. 
10. What it really means to a father and mother to raise a son. 
n. That honesty is the best policy. 

12. That it is folly not to take older people's advice. 

13. That the world will give you just about what you deserve. 

14. What hardships and disappointments would result from 
your leaving home against your parents' wishes. 

15. That by the sweat of your brow you would earn your bread. 

16. That the Bible is the most helpful and inspiring book to 
guide your life. 

17. That absolute truthfulness is necessary, even though it is 
hard to speak the truth. 

18. That your father was not an "old fogy" after all. 

19. That you cannot get something for nothing. 

20. That God's relationship to you is as helpful as that of a 
good shepherd toward his sheep or of a father toward his son. 



SENTENCE BUILDING 263 

21. That a higher education brings more enjoyable work, 
better food, more of the wholesome pleasures of life, better people 
to live with, greater opportunity to serve your community, and, 
best of all, the genuine satisfaction that you are somebody worthy 
of respect, confidence, and the priceless gift of friendship. 

Rearrange the above thoughts in an outline with the follow- 
ing main topics, putting under each the number designated. 
Mark the subtopics with capital letters. 

I. Suggestions about your physical life (1 subtopic) 

A 

II. Suggestions about your home life (5 subtopics) 

III. Suggestions about your working life (7 subtopics) 

IV. Suggestions about your mental and spiritual life, or character (8 

subtopics) 

Discuss these ideas. 

Sentence Building. The clauses in the sentences on pages 
262 and 263 are introduced by that or what. They are sub- 
ordinate clauses. Supply a principal clause, like " We be- 
lieve," " We think," or " You should know," for each. 

What will the structure of each sentence be? Is the 
introductory word, that, an ordinary conjunction introducing 
a substantive clause or is it a relative pronoun introducing a 
relative clause ? If you think it is a relative clause, point out 
the antecedent that it describes. If you think it introduces 
a substantive clause, name the verb of which it is the object. 

Find on page 262 the three clauses with the introductory 
word what. What is a relative pronoun that includes its ante- 
cedent in itself. It means " that which," or " the thing 
which " — " thing " or " that " being the antecedent. 

1. Know what you are going to do for a living. 

2. Know the thing which you are going to do for a living. 



264 FORMING A ROUND TABLE 

64. Writing an Article for the Newspaper. Your Round 
Table will use the outline made on page 263 as the basis of an 
article, each topic to be a paragraph. Call the article 
" Advice for a Younger Brother or Sister." 

In writing your article use only the ideas of the sentences 
on pages 262 and 263, but not the actual wording. If you will 
sum up each subtopic of your outline in the fewest words, 
as " honesty in business," it will be much easier to express the 
ideas in your own words. 

Criticize your article : 

(7) How many subtopics are there for each main topic? How 
many sentences should you have for these ? Do not combine any 
topics in a sentence unless they are closely related. Is each sen- 
tence punctuated correctly ? 

(2) Have you used different words from the expressions used on 
pages 262 and 263 ? Underline the expressions that are the same 
and try to change them. 

Rewrite your article. The best article will be sent to a 
local newspaper. 

65. Demonstrative Pronouns. Which set of sentences 
gives you the more complete information ? Why ? 

1. This A is beautiful. 5. This boy was late. 

2. That A is true. 6. That girl was prompt. 

3. These A are long. 7. These books are heavy. 

4. Those A are fragrant. 8. Those books are light. 

Here we have two sets of words — this, thai, these, and those 
— used in two different ways. In the sentences on the right 
they are adjectives describing nouns. In the sentences on the 
left they stand alone as subjects of the verbs. Therefore they 



DEMONSTRATIVE PRONOUNS 265 

are pronouns. They need some words (antecedents) under- 
stood with them to make their meanings clear ; as, 

1. This (rose) is beautiful. 

2. That (statement) is true. 

The pronouns this, that, these, and those point out persons, 
places, things, or ideas. The pronouns in sentences on the 
left on page 264 are therefore called demonstrative pronouns. 

(1) Observe that the words this and that point out one 
person, place, or thing, while the words these and those point 
out more than one. Say " this kind " (not " these kind ")• 

(2) This and these indicate persons, places, or things near 
at hand, while that and those indicate persons, places, or things 
farther removed. It is therefore incorrect to say " this here 
man " or " that there book " because " this " implies " here " 
(or near) and " that " implies " there " (or far). 





Singular 


Plural 


Near at hand: 


1 this 


these 


Farther removed: 


1 that 


those 



(3) The pronoun " them " should never be used instead of 
these " or " those." Say, " I like those people " (not 
them people "). 

Remember : The pronouns this, that, these, and those point out 
something, and are therefore called demonstrative pronouns. 

This and these mean " near at hand " and should not be 
used with " here." That and those mean " farther re- 
moved " and should not be used with " there." 

Do not use " them " instead of these or those. " Them " 
is always used alone, without a noun. 



266 FORMING A ROUND TABLE 

An Exercise. Supply this, that, these, and those in the 
following sentences. Tell which are demonstrative pronouns 
and which are adjectives. 

i. book in my hand is new, but is old. 

2. people live a hundred miles from here, but live in 

the next county. 

3. Where did you get dust on your coat? 

4. — — smells so sweet. 

5. were excellent reports, but were poor. 

6. business men were shrewd judges of character. 

7. seems a satisfactory motto, but will prove better 

in the long run. 

8. Give your report cards to teachers, and your books to 

9. problem is harder than which I worked last 

week. 

10. I knew was true when I heard it yesterday. 

11. I like kind of boy. 

12. She wants two kinds of books. 

13. He wants kind of book. 

Make up five other sentences with this, that, these, and those 
as adjective pronouns. 

Writing a Letter. A knight of old went about trying to do 
kind deeds to others. Think of a kindness or courtesy you could 
do to a boy or a girl in a lower class in your school. Write 
a letter to him or her and suggest doing it. 

Make an envelope and address it to the pupil in his class- 
room. 

Pupils will be selected to act as messengers to carry 
the letters to the various rooms and deliver them to the 
teachers. 



INDEFINITE PRONOUNS 267 

66. Indefinite Pronouns. How do the following sets of 
sentences differ? Which italicized words are adjectives and 
which are pronouns ? 

1. All are here. 4. All the persons are here. 

2. Each is good. 5. Each rule is good. 

3. Few came. 6. Few people came. 

In the sentences on the right all, each, and few are adjectives 
modifying nouns. In the sentences on the left they stand 
for the nouns that they modify. When words like all, each, 
and few are used alone, they are called indefinite pronouns. 

There are many words of this kind in English : 

Always singular : every one, everybody, everybody else, everything 
(Singular verb) some one, somebody, somebody else, something 
no one, nobody, nobody else, nothing 
any one, anybody, anybody else, anything 
one, each, either, neither, another, much 
former, latter, other 

Always plural: I both, few, many, several, others (Plural verb) 
each other, one another 



Either singular or plural, ac- 
cording to meaning: 
(Verb changes with meaning) 



none 

all, any 

same, some, such 



Either and neither may be conjunctions as well as pronouns . 
In the following sentences tell where either and neither are 
used as conjunctions, and where as pronouns : 

1. Either you or he must go. 

2. Either is here. 

3. Neither is here. 

4. Neither Paul nor Mary is here. 



2 68 



FORMING A ROUND TABLE 



Correct Use of Indefinite Pronouns. Observe the following 
uses : 

i. Either means " one of two " ; neither means " not one of 
two." They are used with singular verbs. Do not let an 
intervening phrase steal the agreement. 

Right: Either of the girls is here. 
Wrong: Either of the girls "are" here. 

2. Singular pronouns, like each, every one, everybody, etc., 
must be followed by singular possessive adjectives or pronouns. 

Right: Each took her books (not "their books "). 

Right: Every one of the boys took his ball (not " their ball "). 

Right: Everybody had his record (not "their record "). 

3. Use "each other" in speaking of two; use "one 
another " in speaking of more than two. Say " Mary and 
Alice like each other''' (not "one another"). Say "Tom, 
Ned, and Philip helped one another" (not "each another"). 

4. The only pronouns that form genitives by the apostrophe 
and 5 are the following indefinite pronouns : 

every one's everybody's everybody else's 

some one's somebody's somebody else's 

no one's nobody's nobody else's 

any one's anybody's anybody else's 

one's either's neither's 

another's the former's the latter's 

other's each other's one another's 
others' 



Say everybody else's (not " everybody's else "). 
5. Do not confuse some and somewhat. Say "He is some- 
what better " (not " He is some better "). 



CORRECT USE OF PRONOUNS 269 

6. Nobody and nothing are negatives. They should not be 
used in a sentence with not. This mistake is called " the 
double negative." If you wish to use not, you should use 
anybody and anything instead of nobody and nothing. 

Right: I know nobody there. 

Right : I do not know anybody there. 

Wrong: I don't know "nobody" there. 
f Right : I have not done anything wrong. 
I Right : I have done nothing wrong. 
[ Wrong: I haven't done "nothing" wrong. 

An Exercise. Supply the correct forms in the following 
blanks : 

1. Neither one of us has had dinner, (their, his) 

2. Each animal in the cages has attractions, (his, their) 

3. Everybody should control temper, (their, his) 

4. Each of us had share of the lunch, (their, her) 

5. Any one can see marks, (his, their) 

6. Both of the girls lent me books, (her, their) 

7. Few of the class were without books, (his, their) 

8. Some one in the class had left pencil, (their, his) 

9. Ask each of the girls to take seat, (her, their) 

10. Tom and Sam invited . (one another, each other) 

11. He felt blue that day. (some, somewhat) 

12. Y.ou have book, (somebody's else, somebody else's) 

13. The pupils knew lesson well, (those, that) 

14. before me is fresh; in the corner is withered. 

(that, this) 

15. We haven't seen . (nobody, anybody) 

16. They haven't played . (anything, nothing) 

17. is finished; is still undone, (the latter, the 

former) 




270 FORMING A ROUND TABLE 

67. Conversation : The Great Adventure. 

Theodore Roosevelt wrote the following after the 
death of his son Quentin, an aviator in France. 
Be ready to talk about its meaning. 

1 Only those are fit to live, who do not fear to die. 2 None are 
fit to die who have shrunk from the joy of life and the duty of 
life. 3 Both life and death are parts of the same Great Ad- 
venture. 

4 Never yet was worthy adventure wholly carried through by 
the man who put his personal safety first. 5 Never yet was a 
country worth living in unless its sons and daughters were of 
that stern stuff which bade them die for it at need. 6 Never 
yet was a country worth dying for unless its sons and daughters 
thought of life not as something concerned only with the selfish 
evanescence of the iudividual but as a link in the great chain 
of creation and causation, so that each person is seen in his true 
relations as an essential part of the whole, whose life must be 
made to serve the larger and continuing life of the whole. 

7 Therefore it is that the man who is not willing to die in a 
war for a great cause is not worthy to live. 8 Therefore it is 
that men and women who in peace time fear or ignore the 
primary and vital duties and the high happiness of family life, 
who dare not beget and bear and rear the life that is to last when 
they are in their graves have broken the chain of creation, and 
have shown that they are unfit for companionship with the souls 
ready for the Great Adventure. 

Theodore Roosevelt * 

What is Roosevelt's idea of the Best Sort of Life? Select 
sentences that would make good mottoes for a class or an 
individual. Memorize them. 



* From Theodore Roosevelt's "The Great Adventure," published by Charles 
Scribner's Sons. 



VOTING FOR THE BEST 271 

68. Writing a Paragraph. Write a composition of two 
paragraphs. In the first tell how the selection on page 270 
happened to be written, and in the second give in your own 
words the main thoughts of the selection. 

To do this well, outline the selection, using each paragraph 
as a main topic and each sentence as a subtopic. Express 
these ideas as briefly as possible and in your own words. 
Correct the outline. 

Follow the outline in writing the second paragraph of your 
composition. 

69. Writing a Letter. Write a letter to a veteran of the 
World War. Make three paragraphs : in the first, invite 
him to come to your school to tell you about a " Great Adven- 
ture " overseas ; in the second, tell him about Quentin 
Roosevelt; and in the third, summarize Roosevelt's speech 
on page 270. 

Make an envelope and address it. Send the letter. 

70. A Pronunciation Drill. Practice saying the following 
in unison, pronouncing each syllable distinctly : 

(1) Demosthenes, who swayed multitudes by his surpassing oratory,, 
once said: "In order to succeed, a man must have a purpose fixed. 
Then let his motto be Victory or Death ! " 

(2) A successful merchant gives this rule for attaining true success : 
" Do your best every day, with whatever you may have in hand." 

A Talk to the Class. Be ready to tell the class of a great 
heroic adventure you have heard or read about (1) in con- 
nection with the World War, or (2) in some community. 

Voting for the Best. The class will vote a Medal of Honor 
to the pupil who has best retold some heroic act. Write the 
name of this pupil on the board. 

BOL. ADV. EV. ENG. IQ 




PROJECT 28. CELEBRATING ANIMAL 
DAY 




71. Forming a Humane League. Discuss the desirability 
of forming a Humane League, or a Junior Society for the 
Prevention of Cruelty to Animals, out of your class. How 
can boys and girls aid dumb animals ? Why are animals worth 
helping? Tell about the pet you like best. 

Form a Humane League to look out for dumb animals out- 
side of school for the rest of the year. Elect a president, a 
vice president, a secretary, and a treasurer. Discuss how 
an election is held. Propose two names for each office, and 
vote for them by secret ballot. The teacher will appoint three 
tellers to count the votes after each balloting. Record the 
votes on the board. 

Each officer elected will make a brief speech in class, thank- 
ing his fellow students for the honor and telling his ideas of the 
duties of his office. 

72. Putting Yourself into Another's Place. John Bur- 
roughs, the naturalist, says: 

As I sat looking from my window the other morning upon a 
red squirrel gathering nuts from a small hickory, and storing 
them up in his den in the bank, I was forcibly reminded of the 
state of constant fear and apprehension in which the wild crea- 
tures live, and I tried to picture to myself what life would be to 
me, or to any of us, hedged about by so many dangers, real or 
imaginary. 

John Burroughs : Squirrels and Other Fur-Bearers 

Think of the " dangers, real or imaginary," that surround 
one of the animals mentioned on page 273. Write about them 
in such a way that you arouse sympathy for the animal. 

272 



VARIETY THROUGH INVERSION 273 



I. 


A red squirrel 


5- 


A robin 


9- 


A deer 


2. 


A groundhog 


6. 


A rabbit 


10. 


A fox 


3- 


A muskrat 


7- 


A seal 


11. 


A catbird 


4- 


A canary 


8. 


A pigeon 


12. 


A wild duck 



Which dangers come from other animals ? from man ? from 
nature ? 

Correct your composition : 

1. Have you begun all your sentences in the same monotonous 
way? Vary them. 

2. Have you repeated the same word too often? Look in the 
dictionary for a synonym. 

3. Have you varied the structure of your sentences? Use 
interrogative sentences and commands as well as declarative 
sentences. 

4. Is your grammar correct? Is the composition properly 
punctuated ? Are the margin and indention correct ? 

73. Variety through Inversion. In the following paragraph 
notice how Dallas Lore Sharp, the naturalist, begins his two 
sentences : 

1 In your walks in the woods did you ever notice a little furrow 
or tunnel through the underbrush, a tiny roadway in the briers 
and huckleberry bushes ? 2 Did you ever try to follow this path 
to its beginning or end, wondering who traveled it ? 

Dallas Lore Sharp : Rabbit Ways 

The second sentence begins at once with the verb and the 
subject, but the first sentence puts " in your walks in the 
woods " — a phrase — first. This makes a graceful beginning 
for the paragraph and varies the two sentences. In the selec- 
tion on page 272 show how John Burroughs begins by putting 
a long clause first. Observe that it is set off by commas. 



274 CELEBRATING ANIMAL DAY 

Rewrite your composition (page 272), placing something 
other than the subject at the beginning of each sentence. 
The ten best compositions will be read, later, on the program. 

Remember : When clauses or phrases arc inverted, or placed 
out of their natural order, they are usually set off by 
commas to prevent misunderstanding of the meaning. 

74. An Enunciation Drill. Practice enunciating the syl- 
lables ne — ne — ne — ne very distinctly. 

A Talk to the Class. Answer Dallas Lore Sharp's question 
on page 273. Imagine yourself to be in the woods after a 
snowfall in December or a gentle rain in May. . You come 
across animal tracks. Whose might they be? Follow them 
" in your mind's eye." Imagine where they would lead you. 

Keep secret the name of the animal you are following, 
to see whether the class can guess it from your description of 
where the tracks go, how the animal behaves, and how other 
animals behave towards it. 

The class will vote for the ten best talks. 

75. Uses of the Nominative Case : a Review. You have 
learned the following uses of the nominative case : 

Subject of the sentence or clause 
(1) Mary is here. (2) She is here. 

Predicate nominative after linking verbs 
(3) It is Mary. (4) It is she (not "her"). 

A noun of direct address 

(5) Mary, are you there? 

Appositive with a nominative noun or pronoun 

(6) Mary, the chairman, is ill. (7) It is I, Mary. 



SENTENCE BUILDING 275 

Observe that the nominative of direct address and the word 
in apposition are both set off by commas : 

Word of direct address : Grace, are you ready ? 
Word in apposition : Your leader, Grace, is ready. 

Remember : Words of direct address and most words in appo- 
sition are set of by commas. 
The nominative case of pronouns, especially the personal 
pronouns, must always be used for subjects of verbs 
and as predicate nominatives after linking verbs. 

Sentence Building. Make up two sentences for each of the 
following. Underline the nominative case in each, and tell 
why it is nominative. Analyze the sentences. 

(7) Noun subject; (2) pronoun subject; (3) noun predicate 
nominative ; (4) pronoun predicate nominative ; (5) noun of 
address ; (6) noun in apposition with a noun used as subject ; 
(7) noun in apposition with a pronoun used as subject ; (8) noun 
in apposition with another noun in the predicate nominative ; and 
(p) noun in apposition with a pronoun in the predicate nominative. 

Writing a Letter. The class will choose a man or a woman 
in the community who is interested in the welfare of dumb 
animals. Out of class, write a letter inviting him or her to 
be your guest at the Animal Day celebration. 

Make an envelope and address it. The best letter will be 
sent. 

76. Holding Court over an Animal. When Daniel Webster 
was a boy, he and his brother Ezekiel argued for and against 
the life of a captured woodchuck, or groundhog. The father 
of the two boys acted as the judge. 

On pages 276 and 277 is the account of the trial. 



Characters 



276 CELEBRATING ANIMAL DAY 

The Trial of Tommy Woodchuck 
Scene. The courtroom (the Webster barn) 

The Judge Ebenezer Webster 

The Prisoner at the Bar . Tommy Woodchuck 
The Prosecuting Attorney, 

or Lawyer Ezekiel Webster 

The Defending Attorney, 

or Lawyer Daniel Webster 

1 Ezekiel, as the prosecutor, made the first speech. He told about 
the mischief that had been done. He showed that all woodchucks 
are bad and cannot be trusted. He spoke of the time and labor 
that had been spent in trying to catch the thief, and declared that 
if they now set him free he would be a worse thief than before. 

2 "A woodchuck's skin," he said, "may perhaps be sold for 
ten cents. Small as that sum is, it will go a little way toward 
paying for the cabbage that he has eaten. But, if we set him 
free, how shall we ever recover even a penny of what we have 
lost ? Clearly, he is of more value dead than alive, and there- 
fore he ought to be put out of the way at cnce." 

James Baldwin : Thirty More Famous Stories Retold 

Copy by dictation the concluding paragraph of Ezekiel's 
speech. Point out where there is inversion. Notice where a 
clause is set in parenthetically between two other words. 
These should be set off by commas. 

Talk about the beginning of Ezekiel's speech in the first 
paragraph. What did he say? Here it is given indirectly, 
or reported by some one else. Plan the sentences as Ezekiel 
must have spoken them. 

77. Writing a Speech. Compose the first paragraph of 
Ezekiel's speech. Copy the second paragraph. 



REASONS IN A SPEECH 277 

Rewrite your speech. The writer of the best speech will 
be chosen to take the part of Ezekiel when you give the debate 
on your program for Animal Day. 

78. Giving Reasons in a Speech. Here is the account of 
Daniel's part in the debate : 

Daniel began by pleading for the poor animal's life. He looked 
into the Judge's face, and said : 

1 "God made the woodchuck. He made him to live in the 
bright sunlight and the pure air. He made him to enjoy the 
free fields and the green woods. This woodchuck has a right 
to his life, for God gave it to him. 

2 " God gives us our food. He gives us all that we have. 
Shall we refuse to share a little of it with this poor dumb crea- 
ture who has as much right to God's gifts as we have ? 

3 "The woodchuck is not a fierce animal like the wolf or the 
fox. He lives in quiet and peace. A hole in the side of the 
hill, and a little food, is all he wants. He has harmed nothing 
but a few plants, which he ate to keep himself alive. He has a 
right to life, to food, and to liberty ; and we have no right to 
say he shall not have them. 

4 "Look at his soft, pleading eyes. See him tremble with 
fear. He cannot speak for himself. This is the only way 
in which he can plead for the life that is so sweet to him. 
Shall we be so cruel as to kill him? Shall we be so selfish as 
to take from him the life that God gave him?" 

The Judge did not wait for Daniel to finish his speech. He 
sprang to his feet, and as he wiped the tears from his eyes, he cried 
out, "Ezekiel, let the woodchuck go!" He felt that God had 
given him a son whose name would some day be known to the 
world. 

James Baldwin : Thirty More Famous Stories Retold 



278 CELEBRATING ANIMAL DAY 

Outline briefly the reason that Daniel gives in each para- 
graph of his speech on page 277. In which paragraph does 
he appeal for sympathy ? Why is it well to place such a para- 
graph last? In which paragraph does he refute, or deny, a 
charge that enemies might make ? 

Writing a Letter. Write a letter to Ebenezer Webster, the 
judge, stating which speech you think is stronger. Tell him 
whether you think he should free the woodchuck or condemn 
it to death. Give your reasons. 

Begin the letter as you would a business letter, for it is a 
formal letter. End it with " Yours respectfully." 

79. An Enunciation Drill. Outside of school, practice aloud 
the two speeches of Daniel and Ezekiel, enunciating each word 
as distinctly as possible and working each speech up to a per- 
suasive climax. 

A Talk to the Class. The class will be divided into two 
teams to take the parts of Prosecuting Attorney and Defending 
Attorney. One team will deliver EzekiePs speech, and the 
other team will deliver Daniel's speech. 

The teacher will act as the father, Judge Webster. 

In giving the talks, a pupil from each side will come forward 
at once, and stand before the judge. Then, one after the 
other, each will deliver his speech for or against. To make the 
debate seem more real, perhaps some one can bring the effigy 
of an animal to class. 

On a sheet of paper you will record the name of the best 
speaker in each pair. These names will be counted, and the 
two pupils who are voted the best will take the parts of 
Ezekiel and Daniel, respectively, in the acutal debate to be 
given on the program. The pupil ranking third will act the 
part of judge. 



THE HUMANE LEAGUE 279 

80. Giving an Animal Day Program. In a class period 
present the following program. The president of the Humane 
League will preside as chairman of the meeting. The other 
officers, with the guest of honor, will occupy front seats. 

Copy the program and lay it on the teacher's desk for dis- 
tribution by the secretary of the Humane League, as soon as 
the League assembles. 



AN ANIMAL DAY PROGRAM 

A recitation. The Eagle (Page 137) A pupil 

TWELVE WRITTEN COMPOSITIONS- Difficulties of Wild Life 

(Page 273) . Twelve pupils 
TEN TALKS. What I Saw in the Woods (Page 274) . . Ten pupils 
A reading. A Mother Horse's Advice (Page 187) .... A pupil 

A recitation. The Camel's Nose (Page 95) A pupil 

A reading. A Heroic Dog (Page 185) A pupil 

A trial in court. Tommy Woodchuck at the Bar (Page 278) 

Three pupils 
THE JUDGE'S DECISION One pupil 

Exhibit of Class Work for the Guest of Honor 




PROJECT 29. HOLDING A THRIFT 
CAMPAIGN 



81. A Creed of Thrift. During the World War the Treas- 
ury Department of the United States of America asked the 
bankers of the country to give some suggestions that would 
help the American people to save. The following Creed of 
Thrift was therefore written and sent broadcast over the 
country. 

This creed falls into three groups of sentences : (/) my 
belief about America ; (2) what I will pledge myself to do as 
a result of that belief ; (3) the definite thing I will do and how 
I will regard it. Find these. 

A Creed of Thrift 

I I believe in the United States of America. 

2 My opportunity and hope depend upon her future. 

3 1 believe that her stability and progress rest upon the in- 
dustry and thrift of her people. 

4 Therefore I will work hard and live simply. 

5 1 will spend less than I earn. 

6 1 will use my earnings with care. 

7 1 will save consistently. 

8 1 will invest thoughtfully. 

9 To increase the financial strength of my country- and myself, 
I will buy government securities. 

10 1 will hold above barter the obligations my country thus 
incurs. 

II I will do these things to insure the greatness of America's 
future. 

How could the second sentence be combined with the first 
to form a complex sentence ? 

280 



GETTING THE FULL MEANING 281 

In the third sentence show that the words industry and 
thrift are both necessary. 

What does the word therefore 4 tell you about the preceding 
sentence? Show that it means " as the result of this." 

Copy sentences 4 to 8 on the board in different orders, or 
mixed up. Does the order make a difference? Which idea 
must come first? Which must come last? Why? What 
grouping do you suggest for sentences 5 to 7 ? Which of the 
three should go last ? Why ? 

In sentences 9 to 11 which is inverted? Invert the words 
of the other sentences. 

Writing Paragraphs. Copy the Creed in three paragraphs, 
following the outline suggested on page 280. / will makes a 
pledge, or promise. Underline it at eight different places. 
To get variety change / will in several places to," I promise " 
or " I pledge myself to." Be sure to pick out the most effective 
expression for the last / will. 

Remember : Arrange words, phrases, and sentences in the 
order that brings out the meaning most effectively. 

82. Getting the Full Meaning. Read the Creed on page 
280 again and talk about the meaning of each sentence. Give 
instances to show how people can" live simply. " 4 Give exam- 
ples of the opposite kind of living. Which sentence refers to 
" living beyond one's income "? 

Tell three different ways to save. Why is the word con- 
sistently 7 important ? What does the word invest 8 mean ? 
Why is the word thoughtfully 8 added ? 

Look up the word securities 9 in the dictionary. Mention 
different government securities bought during the war. Does 
the Creed urge you to keep or sell such securities ? Why ? 



282 HOLDING A THRIFT CAMPAIGN 

Analysis. Analyze the sentences on page 280. 

Writing a Letter. Write a letter to another eighth-grade 
class in your school or community. Ask them to enter into 
a letter-writing contest with you. The object of the contest 
is to see which class can write the better letter about " How 
Boys and Girls Can Save." Suggest that if they agree to enter 
such a contest, they should appoint a committee of three pupils 
to confer with a committee of three from your class. Tell 
them that this committee will select three business men of the 
community to act as judges of the twelve best letters written 
by the classes, six for each class. 

Make an envelope. The best letter will be sent. 

83. Accusative and Dative Relations. Review the four 
nominative case uses, or relations, given on page 274. 

In the following sentences the italicized words express the 
accusative relations of nouns and pronouns : 

Direct object of a verb. (A noun or a pronoun) 

(I) We need money. (2) The Creed pleases me. 

Object of a preposition 
(3) He received it from Mary. (4) He received it from her. 
Appositive. {With a noun or a pronoun) 

(5) He saw Mary, the leader. (With noun used as direct object.) 

(6) He saw her, the leader. (With pronoun used as direct object.) 

(7) Get the money from Ned, the leader. (With noun, object of 

preposition.) 

(8) Get the money from him, the leader. (With pronoun, object 

of preposition.) 

Adjunct accusative. (With a noun or a pronoun) 
(o) They chose John leader. (10) They elected her secretary. 

Adverbial accusative. (A noun used as an adverb) 

(II) He went home. (12) They walked a mile. 



ACCUSATIVE AND DATIVE 



283 



" Home " and " mile " in the last two sentences are nouns ; 
but they tell " where " and " how much," and thus modify the 
verbs " went " and " walked." When a noun is used as an 
adverb, modifying a verb, an adjective, or an adverb, it is 
called an adverbial accusative. 

The following sentences show dative relations of nouns and 
pronouns. 

Indirect object of the verb. {Noun or pronoun) 
(13) John gave Mary the money. (14) John gave her the money. 

An Exercise. Supply objects and tell which relation is 
expressed : 



1 . We can save 



2. We can save 



3. They chose a boy] . 



4. During the War we bought 



5. The banker gave 



I • 



a bank book. 



6. They stayed j an 




84. Conversation: Benjamin Franklin's Thrift. 

Benjamin Franklin was the first great American who 
tried to teach his countrymen to save. In " Poor 
Richard's Almanac " he gathered together proverbs 
that teach splendid lessons of thrift. 

Discuss the meanings of the proverbs on pages 284-287, 
for they will give you ideas for your letter. Rearrange the 
proverbs, each indicated by its number, under the heads on 
page 284. The figure in parenthesis gives you a general idea 
of the number to find for each topic. Divide them among the 
class. The abbreviation vs. means "versus" or "against." 



284 



HOLDING A THRIFT CAMPAIGN 



Perseverance in little things 
vs. spasmodic efforts (3) 

Carefulness vs. neglect and 
lack of care (3) 

Sensible buying vs. bargain 
hunting (4) 

Financial independence vs. 
borrowing (0) 

Sensible eating and dressing 
vs. luxury, pride, and van- 
ity (8) 

Having a trade or profession 
vs. lack of preparation (1) 



Industry vs. laziness or idleness 

(13) 
Good management vs. living 

beyond one's means (7) 
Diligence vs. wastefulness of 

time or procrastination (6) 
Supervision of one's business 

vs. letting it run itself (5) 
Seeking advice vs. experiencing 

everything for yourself (5) 
Sensible saving and invest- 
ment vs. credulous buying 

of stocks (6) 



Proverbs 

1. Laziness travels so slowly that Poverty soon overtakes 

him. 

2. Silks and satins, scarlets and velvets, put out the kitchen 

fire. 

» 

3. The sleeping fox catches no poultry. 

4. Rather go to bed supperless than rise in debt. 

5. They that won't be counseled cannot be helped. 

6. If you would be wealthy, think of saving as well as getting. 

7. A small leak will sink a great ship. 

8. Many have been ruined by buying good pennyworths. 

9. Want of care does us more damage than want of knowl- 

edge. 

10. Pride that dines on vanity sups on contempt. 

11. Industry pays debts, while despair increaseth them. 

12. When the well is dry, they know the worth of water. 

13. We may give advice, but we cannot give conduct. 

14. Those have a short Lent who owe money to be paid at Easter . 

15. A fat kitchen makes a lean will. 

16. Sloth makes all things difficult, but industry all things easy. 



FRANKLIN ON THRIFT 285 

17. Lying rides upon Debt's back. 

18. Keep thy shop, and thy shop will keep thee. 

19. At a great pennyworth pause awhile. 

20. By diligence and patience the mouse ate in two the cable. 

21. It is hard for an empty bag to stand upright. 

22. One to-day is worth two to-morrows. 

23. If you will not hear reason, she will surely rap your knuckles. 

24. The second vice is lying, the first is running into debt. 

25. Never leave that till to-morrow which you can do to-day. 

26. Who dainties love, shall beggars prove. 

27. Experience keeps a dear school, butfools will learn in noother. 

28. Fools make feasts and wise men eat them. 

29. Constant dropping wears away stones. 

30. A plowman on his legs is higher than a gentleman on his knees. 

31. Little strokes fell great oaks. 

32. It is foolish to lay out money in a purchase of repentance. 
t,^,. At the workingman's house hunger looks in but dares not enter. 

34. Many a little makes a mickle. 

35. Not to oversee workmen is to leave them your purse open. 

36. A word to the wise is enough. 

37. If you would have your business done, go ; if not, send. 

38. What maintains one vice would bring up two children. 

39. Drive thy business, let not that drive thee. 

40. The eye of a master will do more work than both his hands. 

4 1 . Pride is as loud a beggar as Want, and a great deal more saucy. 

42. If you would know the value of money, go and try to borrow 

some ; for he that goes borrowing goes sorrowing. 

43. The Indies have not made Spain rich, because her outgoes 

are greater than her incomes. 

44. Creditors have better memories than debtors ; creditors are 

a superstitious sect, great observers of set days and times. 

45. In the affairs of this world men are saved, not by faith, but 

by the want of it. 



286 HOLDING A THRIFT CAMPAIGN 

46. Pride breakfasted with Plenty, dined with Poverty, and 

supped with Infamy. 

47. Employ thy time well, if thou meanest to gain leisuie ; and, 

since thou art not sure of a minute, throw not away an hour. 

48. It is easier to suppress the first desire than to satisfy all 

that follow it. 
^9. Then plow deep while sluggards sleep, and you shall, have 
corn to sell and to keep. 

50. If time be of all things the most precious, wasting time must 

be the greatest prodigality. 

51. Buy what thou hast no need of, and ere long thou shalt sell 

thy necessaries. 

52. Diligence is the mother of good luck, and God gives all 

things to industry. 

53. Industry need not wish, and he that lives upon hopes will 

die fasting. 

54. He that riseth late must trot all day, and shall scarce over- 

take his business at night. 

55. There are no gains without pains; then help, hands, for I 

have no lands. 

56. Always taking out of the meal-tub, and never putting in, soon 

comes to the bottom. 

57. Sloth, like rust, consumes faster than labor wears, while the 

used key is always bright. 

58. But dost thou love life, then do not squander time, for that 

is the stuff life is made of. 

59. He that hath a trade hath an estate, and he that hath a 

calling hath an office of profit and honor. 

60. Lost time is never found again, and what we call time enough 

always proves little enough. 
6x. Many, without labor, would live by their wits only, but they 

break for want of stock. 
62. A little neglect may breed great mischief ; for want of a 



A GRAMMAR EXERCISE 287 

nail the shoe was lost; for want of a shoe the horse was lost; 
and for want of a horse the rider was lost, being overtaken and 
slain by the enemy ; all for want of a little care about a horse- 
shoe-nail. 

63. He that by the plow would thrive, 
Himself must either hold or drive. 

64. Fond pride of dress is sure a very curse ; 
Ere fancy you consult, consult your purse. 

65. Vessels large may venture more, 

But little boats should keep near shore. 

66. For age and want save while you may ; 
No morning sun lasts a whole day. 

67. Get what you can, and what you get hold ; 

'Tis the stone that will turn all your lead into gold. 

85. An Enunciation Drill. Recite from memory one of 
Franklin's proverbs, enunciating each syllable very distinctly. 

A Talk to the Class. Select one of the topics on page 284 
and tell what Franklin has to say about it. Apply one of 
the proverbs to your everyday life at school or at home. 

86. An Exercise : Analysis. (1) Find simple, complex, 
and compound sentences among Franklin's proverbs. (2) Find 
compound subjects. (3) Find compound predicate verbs. 
(4) Point out the subjects, the verbs, the objects, the predicate 
nominatives, and the predicate adjectives in some of the sen- 
tences. (5) Find adjectival and adverbial modifiers, and 
tell what each modifies. 

(6) Point out five verb phrases, five prepositional phrases, 
five subordinate clauses, and five principal clauses. 

(7) Point out five declarative statements and five com- 
mands. 

BOL. ADV. EV. ENG. 20 



288 HOLDING A THRIFT CAMPAIGN 

(S) Find four sentences that begin with the expletive it 
or there. 

87. Conversation and Note-taking : Ways to Save. 
Divide the class into six groups to serve as committees to 
discuss how boys and girls can help to reduce wastefulness 
and help to save. 

1. Ways to save food 4. Ways to save wear on the house 

2. Ways to save clothes 5. Ways to save in school 

3. Ways to save light and heat 6. Ways to save their parents 

The committees will gather together in groups in different 
parts of the room, with a chairman for each, appointed by the 
teacher. On paper they will then make notes of ideas sug- 
gested. The chairman should see that every member of the 
committee expresses an opinion. 

After a ten-minute committee meeting, the six chairmen will 
make reports of what the committees have thought out. 
The class will take notes, and after each report will offer other 
suggestions. 

Talk about these topics at home and get other suggestions 
from your family. 

88. Writing Four Paragraphs. You have heard the com- 
mittee reports about the above topics. Write four paragraphs, 
giving the most important ideas you have about the first three 
topics. Keep in mind the idea " How Boys and Girls Can 
Save Food, Clothes, Light, and Heat," and make your sugges- 
tions as helpful and practical as possible. 

These paragraphs will be used as the first half of your 
contest letter with another class. 

Correcting the Composition. You have four topics : 
Food Clothes Light Heat 



A CONTEST LETTER 289 

(1) To observe unity, or sticking to the subject, there should be 
in each paragraph only the ideas that deal with the topic of that 
paragraph. Read through your composition to test the unity of 
each paragraph. 

(2) How many sentences have you used for each paragraph? 
Does each sentence have its topic? Have you joined together in 
a sentence ideas that are not closely related ? If so, you have not 
observed unity of a sentence. 

(j) Do your sentences begin in the same way? Vary some of 
them by rearranging the words, or inverting. 

Copy your revised composition as part of a letter, for which 
you use as heading your school and the present date, and as 
salutation " Dear Sir." Copy these four paragraphs as part 
of the body of the letter. Write on only one side of the paper. 

89. An Enunciation Drill. Combine the sound of I with 
the vowels, as follows : 

la; le, le; li, li, li; lo, lo, lo, lo; lu, lu, lu, lu, lu. 
A Talk to the Class. The teacher will divide topics 4, 5, 
and 6 on page 288 among the class. Outline what you have 
to say about your topic. In class give your suggestions from 
the front of the room. 

90. Writing a Contest Letter. On scratch paper write 
three paragraphs for topics 4, 5, and 6, which you have heard 
talked about. Revise your composition by consulting the 
suggestions at the top of page 289. 

Copy these paragraphs as the second part of your letter, 
continuing the work above and concluding the letter. The 
six best letters will be chosen for the contest. 

The Judges' Decision. The letters will be submitted to the 
judges, and the winning class will be announced later. The 
winning letter may be sent to a local paper. 





PROJECT 30. PRESENTING A PAG- 
EANT— "CHOOSING A CAREER" 



91 . Understanding the Dictionary. Webster's " New Inter- 
national Dictionary " gives the following information for the 
word trade, after it has given the pronunciation, part of 
speech, derivation, and various meanings. 

Trade. 5. Any occupation or employment pursued as a call- 
ing; business. 

Syn. — Trade, craft, business, profession. Trade applies to 
any of the mechanical employments or handicrafts, except those 
connected with agriculture (see occupation) ; craft is often in- 
terchangeable with trade, but denotes esp. a trade requiring 
skilled workmanship ; as, a carpenter, bricklayer, blacksmith (not 
farmer, gardener), by trade; "this honest shoemaker — a trade, by 
the bye, remarkable for the production of philosophers and poets " 
(Coleridge) ; " To make a man a good weaver and a good tailor 
would require . . . much time . . . and, after all, he would be but a 
poor workman at either craft " (Scott). Business, as here com- 
pared, applies esp. to occupations of a mercantile or commercial 
nature ; profession designates the more learned callings ; as, the 
business of a merchant, a manufacturer, a stockbroker ; the profession 
of a clergyman, a lawyer, a physician, a sculptor, a civil engineer, a 
teacher ; "In the greater part of mechanic trades, success is almost 
certain ; but very uncertain in the liberal professions " (Adam Smith) ; 
" that horrid profession which he had chosen to adopt — trade she 
called it " (Thackeray). See vocation, office, workman.* 

Observe the abbreviations: Syn. means "synonyms"; 
esp. means " especially." Three dots indicate that some words 
are omitted. The parentheses are used for additional matter. 

Look up vocation, office, and workman in Webster's 
" New International Dictionary." When you look up the 



* From Webster's "New International Dictionary." Copyright 1900-1913, by G. 
and C. Merriam Company. 

290 



QUALITIES THAT WIN SUCCESS 291 

word occupation, observe that synonyms for the word are dis- 
cussed in the same manner. 

Look in the encyclopedia for the other words in parentheses 
(selection, page 290). Which will be given in the dictionary 
proper? Which will be given in the Biographical Dictionary 
at the end of the book ? 

Remember : Learn the distinctions of meaning in synonyms. 

Finding Information. You have the distinctions in meaning 
for the words trade or craft, profession, and business. By 
talking with one another and outside of school make lists of 
occupations for each of these. Add to the list the words 
Public Office, Serving the Public, and Cultivating the Soil and 
Its Products. Make a list of public offices which are occupa- 
tions for those who hold them. Show that the farmer, the 
forester, or the miner gets a living from the soil. 

In class copy your examples on the board under the following 
heads : 



Cultivating the Soil and 


Business 


Trade or Craft 


Its Products 






Serving the Public 


Profession 


Public Office 



92. Qualities That Win Success. The selection at the top 
of page 292 describes a boy who recommended himself by his 
behavior. Read it through carefully and be ready to answer 
the following questions : 

Which things impressed his prospective employer favor- 
ably? 

Why were they all important ? 

Show that the absence of one of them might lead to fail- 
ure. 



292 PRESENTING A PAGEANT 

The Boy Who Recommended Himself 

1 A gentleman advertised for a boy to assist him in his office, 
and nearly fifty applicants presented themselves to him. 2 Out 
of the whole number, he selected one and dismissed the rest. 

3 "I should like to know," said a friend, "on what ground you 
selected that boy, who had not a single recommendation." 

4 "You are mistaken," said the gentleman, "he had a great 
many. 5 He wiped his feet when he came in, and closed the 
door after him, showing that he was careful. 6 He gave his 
seat instantly to that lame old man, showing that he was kind 
and thoughtful. 7 He took off his cap when he came in. and 
answered my questions promptly, showing that he was polite 
and gentlemanly. 8 He picked up the book, which I had pur- 
posely laid on the floor, and replaced it upon the table, while all 
the rest stepped over it, showing that he was orderly. 9 He 
waited quietly for his turn, instead of pushing and crowding. 
10 When I talked to him, I noticed that his clothing was tidy, 
his hair neatly brushed, and his finger nails clean. u Do you 
not call these things letters of recommendation? 12 1 do." 

Outline on the board the different good qualities that this 
boy revealed. Think of other ways in which the employer 
might have tested the boy. 

How do a boy and a girl " recommend themselves," or 
" advertise themselves," in school, at home, on the playground, 
or on the street ? If you were a prospective employer of boys 
or girls, what qualities should you like to see? What things 
would impress you unfavorably? 

Acting a Dialogue. Different pupils will take turns acting 
the above dialogue between a prospective employer and his 
friend. The best actors will be chosen to give the dialogue 
at a morning exercise. 



TRADES, PROFESSIONS, PUBLIC SERVICE 



293 



93. A Pronunciation Drill. Look up in the dictionary the 
pronunciation of the following words. Copy the pronunciation 
on the board and practice saying the words correctly : 



orchestra 
accompanist 



architect 
airplane 



mischievous 
recognize 



municipal 
sphere 



A Talk to the Class. Under which topics on page 291 do 
the following belong ? Which might be grouped under several 
heads? Divide them among the class. 

For the occupation assigned to you be ready to tell (1) what 
it consists of, (2) how persons prepare for it, and (5) what 
good it does in the community. 



1. lawyer 

2 . mason 

3. writer 

4. farmer 

5. banker 

6. mayor 

7. miner 

8. clerk 



9. railroad engineer 

10. civil engineer 

11. telephone girl 

12. hotel keeper 

13. stenographer 

14. manufacturer 

15. trained nurse 

16. street cleaner 



17. physician 

18. carpenter 

19. forester 

20. plumber 

21. librarian 

22. conductor 

23. merchant 

24. fisherman 



25. minister 

26. milkman 

27. bricklayer 

28. shoemaker 

29. salesman 

30. lumberman 

31. teacher 

32. policeman 



If you wish to select an occupation not mentioned here, 
you may get permission from your teacher. 

Imagine yourself to be some one of that occupation speaking. 
Begin " I am the Doctor," or a similar expression. 



Reminders 

1. Stand erect. 

2. Look your audience in the eye. 

3. Speak so that all the pupils can hear you. 

4. Enunciate slowly and distinctly. 

5. Bring in the three topics of your talk. 



294 PRESENTING A PAGEANT 

94. Study of a Poem. The following poem has in it the 
great lesson that opportunity comes to him who is ready for it, 
whether he be rich or poor. 

Opportunity 

Thus I beheld, or dreamed it in a dream : — 

There spread a cloud of dust along a plain ; 

And underneath the cloud, or in it, raged 

A furious battle, and men yelled, and swords 

Shocked upon swords and shields. A prince's banner 

Wavered, then staggered backward, hemmed by foes. 

A craven hung along the battle's edge, 

And thought, "Had I a sword of keener steel — 

That blue blade that the king's son bears — but this 

Blunt thing — !" He snapt and flung it from his hand, 

And lowering crept away and left the field. 

Then came the king's son, wounded, sore bestead, 

And weaponless, and saw the broken sword, 

Hilt-buried in the dry and trodden sand, 

And ran and snatched it, and with battle shout 

Lifted afresh, he hewed his enemy down, 

And saved a great cause that heroic day. 

Edward Rowland Sill 
Mere wishing does not bring success. The successful man 
and woman use what God has given them. It is the uncon- 
querable spirit of the prince that makes a thing of power of 
the broken sword, which the coward had discarded as useless. 

1. Be alert for your big chance. 

2. Use whatever is at hand. 

3. Don't whine. 

4. Never give up. 

Which ten pupils will volunteer to memorize the poem ? 



PREPARING SPEECHES 295 

Writing a Letter. Outside of class write a letter in which 
you begin by quoting the above poem. Then continue as if 
you were Opportunity speaking: 

"I am Opportunity. I come . . . (When?). ... I give you 
. . . (What?). ... To win my favor you must be . . . (How?). . . . 

The best letter will be selected for the pageant. 

95. Preparing Speeches for a Pageant. Imagine that a 
boy scout and a girl scout or a camp fire girl wandered to the 
Castle of Success, but found the entrance guarded by a great 
door, on one side of which was blazoned in golden letters the 
word " Opportunity " and on the other, in heavy black, the 
words " Preparation " and " Hard Work." This door 
revolved, so that the heavy dark side was usually presented 
towards the aspirant for success. 

The boy and girl enter the silent Castle of Success to find 
it devoted to the five great fields of the occupations. Around 
the walls of the castle stand five silent figures representing 
successful achievement in these five different lines. 

In your pageant you will imagine that Handicraft, Earth- 
products-Work, Business, Learned-Profession, and Public- 
Service are personified figures, each with a retinue accompany- 
ing it. Choose four attendants for each of these five. See the 
list on page 293, where you had talks about these attendants. 

Divide the class into five teams to prepare speeches for the 
five characters mentioned in the above paragraph. Use the 
following outline for the speech : 

"I am . . . (Name). . . . My attendants are . . . (Name 
four). . . . We . . . (Tell, in general, the kind of work done). . . . 

Read the speeches aloud in class. The best speech for each 
character will be chosen for the pageant. 



296 PRESENTING A PAGEANT 

96. The Dramatic Dialogue. The following conversation 
took place in Washington, D.C., between J. Pierpont Morgan, 
one of the greatest financiers America has produced, and a 
member of the Senate Committee questioning him. Sum up 
in several words the great thought of the selection. Tell why 
it is so vital for young people to know this in starting out in 
life. 

1 Mr. Morgan. I know many a business man who can borrow 
any amount, whose credit is unquestioned. 

2 Questioner. Is that not because it is believed that he has 
the money back of him ? 

3 Mr. Morgan. No, sir ; it is because people believe in the 
man. 

4 Questioner. And it is regardless of whether he has any 
financial backing at all, is it ? 

5 Mr. Morgan. It is very often. 

6 Questioner. And he might not be worth anything ? 

7 Mr. Morgan. He might not have anything. I have 
known a man to come into my office and I have given him a 
check for a million dollars, when I knew he had not a cent in the 
world. 

8 Questioner. There are not many of them ? 

9 Mr. Morgan. Yes, a good many. 

10 Questioner. Commercial credits are based upon the pos- 
session of money or property ? 

11 Mr. Morgan. Money or property or character. 

12 Questioner. Is not commercial credit based primarily 
upon money or property ? 

13 Mr. Morgan. No, sir ; the first thing is character. 

14 Questioner. Before money or property ? 

15 Mr. Morgan. Before money or anything else. Money 
cannot buy it. 



A DRAMATIC DIALOGUE 297 

16 Questioner. So that a man with character, without any- 
thing at all behind it, can get all the credit he wants, and a man 
with the property cannot get it? 

17 Mr. Morgan. That is very often the case. 

18 Questioner. But is that the rule of business ? 

19 Mr. Morgan. That is the rule of business, sir. 

20 Questioner. If that is the rule of business, 'Mr. Morgan, 
why do the banks demand a statement of what the man has be- 
fore they extend him credit ? 

21 Mr. Morgan. That is a question they ask ; but the first 
thing they say is, "I want to see your record." 

22 Questioner. Yes ; and if his record is a blank, the next 
thing is how much he has got? 

23 Mr. Morgan. People do not care then. 

24 Questioner. For instance, if he has government bonds, 
or railroad bonds, and goes in to get credit, he gets it, and on the 
security of those bonds, does he not? 

25 Mr. Morgan. Yes. 

26 Questioner. He does not get it on his face or his character, 
does he ? 

27 Mr. Morgan. Yes, he gets it on his character. 

28 Questioner. I see ; then he might as well take the bonds 
home, had he not ? 

29 Mr. Morgan. A man I do not trust could not get money 
from me on all the bonds in Christendom. 

30 Questioner. That is the rule all over the world ? 

31 Mr. Morgan. I think that is the fundamental basis of 
business. 

From Collier's Weekly 

Point out the interrogative and declarative sentences. 
Point out groups of words that are incomplete. Make com- 
plete sentences of them. Practice saying each of the speeches 
with another wording. 



298 



PRESENTING A PAGEANT 



Observe that a dramatic dialogue places the speaker's 
name at the left margin and gives the speech beside it without 
quotation marks. 

Outline the chief points made by Mr. Morgan. 

Writing a Letter. Write a letter to your superintendent of 
schools (i) inviting him to be present when you give your 
pageant and (2) telling him what J. Pierpont Morgan said 
about " the fundamental rule of business." Pick out the 
most effective remark made by Mr. Morgan and quote it. 

Make an envelope. The best letter will be sent. 

97. How to Show Possession. Observe the different ways 
by which possession is shown in the following sentences : 



1. That is the father's book. 

2. That is the children' 's book. 

3. That is the boys' book. 

4. Here are Mary's and Alice's 

books. 

5. This is Mary and Alice's book. 

6. That is my sister Grace's dog. 

7. It was his brother-in-law's book. 

8. This is a friend of my sister's. 

9. He was glad to hear of Tom's 

going. 

10. This is her book. 

11. Hers is new. 



(Singular noun, therefore 's.) 

(Plural noun, not ending in s, there- 
fore 's.) 

(Plural noun, ending in s, therefore 
only ' added.) 

(Separate ownership of books, 's 
with both nouns.) 

(Joint ownership as if partners, 's 
with last noun only.) 

(Word in apposition, 's with the 
last word, not with the first.) 

(Compound word, 's at end.) 

(" Double possessive," 's used after 
a word following "of." 

(Answers question, " Whose go- 
ing? " " Going " modified by 
" Tom's " in genitive case.) 

(Possessive adjective, no apos- 
trophe.) 

(Possessive 
trophe.) 



pronoun, no apos- 



HOW TO SHOW POSSESSION 299 

Show how the italicized words in the sentences on page 298 
indicate possession, ownership, or relation of some sort. Tell 
the word to which each belongs, or refers. 

Remember : The genitive case of nouns is formed by 's. It 
denotes ownership, possession, or relation. When the 
plural word ends in s, only the apostrophe is added. 
Possession is shown also by possessive adjectives. These 

are used without the apostrophe; as, its {not " it's "). 
Possessive pronouns show possession, and should be used 
without an apostrophe. 

An Exercise. In the following sentences tell where these 
eight kinds of possession are shown, and how each is formed : 
(1) Separate possession, (2) joint possession, (3) possession 
with pronouns, (4) apposition with a genitive, (5) possessive 
compound noun, (6) double possessive, (7) possessive with 
verb used as a noun, and (&) possessive adjectives. 

1. That is his book, not hers. 

2. It is in your brother Tom's desk. 

3. It is her sister-in-law's home. 

4. He looked for his sister's hat. 

5. That is a book of my mother's. 

6. They bought the coat at Smith and Brown's store. 

7. They visited the dogs' kennel. 

8. I don't like his coming to school late. 

9. Silver's and Burt's stores had sales. 
10. The dog wagged its tail. 

n. It is Grace and Ellen's dog. 

12. They are Tom's and Ned's balls. 

13. The bat is his. 

14. Mary's and Ned's fathers were here. 



300 PRESENTING A PAGEANT 

98. An Enunciation Drill. In the following words beginning 
with wh be sure to sound the h. Make the breathing sound of 
h first, as if blowing a feather, then attach the other sounds. 
Practice the sets of words to bring out the difference in sound : 



whined 


whale 


where 


whirled 


whinny 


wind 


wail 


wear 


world 


Winnie 



A Talk to the Class. You have heard the most important 
trades, professions, and public service discussed in class. 
Think which of these you would like to follow as your life work. 
Be ready to tell in class: (1) Why you wish to follow that 
occupation, and (2) what you can do to prepare for it. 

A committee of three pupils will sit in the rear of the room 
and rise whenever they cannot hear. 

Reminders 

1. Stand erect. 

2. Look your audience in the eye. 

3. Speak as if you believed what you are saying. 

4. Speak slowly and distinctly, enunciating carefully. 

5. When you have said what you have thought out, close with 

a convincing sentence. 

99. A Pageant — "Choosing a Career." Most of the 

speeches in the pageant on page 301 have been already com- 
posed in your class work. The mere skeleton of the play is 
given here, so that you can fill in the details as you have 
worked them out. 

Characters should be assigned for the play. Then outline 
your speech and write it out. 

Practice reading through the play, supplying the speeches. 
Make suggestions for improving the speeches. 





Scene. 




Characters. 


A Boy 
A Girl 
Soil-Work 


Preparation 
Public- 
Service 


Attendants 


Attendants 


— (Fill in)— 


—(Fill in) — 





"CHOOSING A CAREER" 301 

The Castle of Success 
(Thirty-one in number) 

Applica- Opportunity Spirit of 

tion Learned- Success 

Business Profession Trade-Craft 

Attendants Attendants Attendants 

— rFill in) — —(Fill in)— — (Fill in)— 



Scene 1. Before the Castle of Success 

(A door is shown at the rear of stage, windows at side. Enter 
Boy and Girl, gaze about, walk up to the door and knock.) 

Opportunity (a shining vision, opens door). Who comes knock- 
ing? A vaunt, arrant knave ! 

Boy (apologetically). Pardon, dame! We come seeking the 
Spirit of Success. We heard that she lived here with her 
twin sister, Good Fortune. 

Opportunity (emphatically). I am Opportunity. I come . . . 
(When). . . . I give you . . . (What). . . . To win my favor 
you must be . . . (How). . . . (See page 295.) ... I guard 
the door to Good Fortune and Success, but none pass by me 
except by special permit of my two good handmaids, Prepara- 
tion and Application. There are no short-cuts to Success ! 
(Enter Application and Preparation.) 

Girl (pointing to the handmaids). Perhaps these are they. 
Let us approach them, brother. 

(Opportunity slams the door shut. Boy and Girl approach 
the two handmaids, who appear as ancient dames dressed in un- 
attractive black, each leaning on a staff.) 

Girl (timidly) . Are you the handmaids of shining Opportunity ? 
We are seeking Success, and Opportunity will not open to us. 



302 PRESENTING A PAGEANT 



\ (speaking as one). Where Preparation is, there 



Application 

Preparation 

also is Application, not one without the other. You find Op- 
portunity through us. We are her guardians. 

Preparation. What have you done to merit Opportunity and 
Success ? Speak ! 

BOY (stepping forward). We . . . (Tells what training they have had 
in school). . . . 

GlRL (stepping forward) . We . . (Tells how diligently they have applied 

themselves). . . . Please just let us look into the Castle of Success ! 

Preparation 1 

j 1 (speaking as one). Your wish shall be granted, 

so that you can take the vision back to the boys and girls of 
America. (Chanting) 

On one knee, and close your eyes ! 

When we tap thrice, slowly rise ! 
(Curtain, while Boy and Girl go into an enchanted sleep. 
Three slow taps are heard behind scenes.) 

Scene 2 . Inside the Castle of Success 

(Spirit or Success seated on throne, with Opportunity at 
her feet. A vacant chair at either side. Around the room stand 
five figures, Trade-Craft, Soil-Work, Business, Learned- 
Proeession, and Public-Service, each dressed to look his part. 
Enter Application and Preparation followed by Boy and Girl.) 

Application 1 

\ (speaking as one, and bowing low). Oppor- 
tunity, the dearest child of Success, we bring two earth children 
at their own plea to see the Castle of Success. 
Success. Welcome ! Sit one on the right, and one on the left. 
(Boy and Girl take seats.) 
My faithful handmaids, give our guests the message you 
would spread to earth. 



"CHOOSING A CAREER" 303 

PREPARATION. . . . (Tells story of " The boy that recommended him- 
self," page 292). . . . 
APPLICATION. . . . (Tells opinion of a financier, pages 296-297). . . . 
OPPORTUNITY. . . . (Recites Sill's "Opportunity," page 294). . . . 
Success {looking from Boy to Girl). Do you get the message? 
{They nod assent.) Then carry it back. {Clapping hands and 
looking at silent figures standing around room.) Speak! Have 
you a message to impart ? 
Trade-Craft {knocking on floor with hammer, whereupon four 
Attendants — four different Trades — enter and stand behind 
him). I am Trade-Craft. My attendants are . . . (Names 
them). . . . We . . . (Tells work in general) . . . . (See page 295.) 
i st Attendant. lam . . . (What). . . ., etc. (See page 293.) 
2d Attendant. lam . . . (What). . . ., etc. (See page 293.) 
3d Attendant. lam . . . (What).' . . ., etc. (See page 293.) 
4th Attendant. lam . . . (What). . . ., etc. (See page 293.) 

{The Trades form a group at the right side.) 
Soil-Work {knocking on floor with rake, whereupon four At- 
tendants ■ — four soil, forest, or mine occupations — enter and 
stand behind him). I am Soil- Work. My attendants are 
(Names them). We . . (Tells work in general) . . . (See page 295.) 
1 st Attendant. lam . . . (What). . . ., etc. (See page 293.) 
2d Attendant. lam . . . (What). . . ., etc. (See page 293.) 
3d Attendant. lam . . . (What). . . ., etc. (See page 293.) 
4th Attendant. lam . . . (What). . . ., etc. (See page 293.) 

{The Son, -Workers form a group at the left side.) 
Business {pounding on the floor with a ledger, whereupon four 
Attendants — four different forms of business — enter and stand 
behind him). I am Business. My attendants are . . . 
(Names them). We . . . (Tells work in general). (See page 295.) 

1st Attendant. lam . . . (What). . . ., etc. (See page 293.) 
2d Attendant. lam . . . (What). . . ., etc. (See page 293.) 

BOL. ADV. EV. ENG. 21 



3 o4 PRESENTING A PAGEANT 

3d Attendant. lam . . . (What). . . ., etc. (See page 293.) 
4th Attendant. lam . . . (What). . . ., etc. (See page 293.) 

{The Business People form a group at the right side.) 
Learned-Profession {knocking on a book with a quill pen, where- 
upon four Attendants — four Professions — enter and stand 
behind him). I am Learned-Profession. My attendants 
are . . . (Names them). . We . . (Tells work). (See page 295.) 
1st Attendant. lam . . . (What). . . ., etc. (See page 293.) 
2d Attendant. lam . . . (What). . . ., etc. (See page 293.) 
3d Attendant. lam . . . (What). . . ., etc. (See page 293.) 
4th Attendant. lam . . . (What). . . ., etc. (See page 293.) 

{The Professions form a group at the left side.) 
Public-Service {ringing a gong, whereupon four Attendants — 
four public or civil service occupations — enter and stand behind 
him). I am Public-Service. My attendants are . . . 
(Names them). We . . (Tells work in general) . (See page 295.) 

i st Attendant. lam . . . (What). . . ., etc. (See page 293.) 
2d Attendant. lam . . . (What). . . ., etc. (See page 293.) 
3d Attendant. lam . . . (What). . . ., etc. (See page 293.) 
4th Attendant. lam . . . (What). . . ., etc. (See page 293.) 

(Public Service Occupations form group on the left side.) 
Success {turning to Boy and Girl). Choose your occupation 

with forethought. Decide which field of activity you want 

for a career. Scan them once again. 

{Five groups of Occupations parade in review before tin- 
throne, then pass of the stage.) 

My Boy, my Girl, remember that you come to me — Suc- 
cess — only through Opportunity. And radiant Opportunity 
is guarded by her handmaids, Application and Preparation. 
Fear not hard work. Follow where they lead ! 

{Curtain) E. M. B. 



"CHOOSING A CAREER" 



305 




306 PRESENTING A PAGEANT 

A Handwriting Contest. Each pupil will make a copy of 
four of Benjamin Franklin's proverbs, found on pages 284 
to 287, in his very best handwriting and sign his name on the 
back of the paper. The teacher and a committee of three 
pupils will arrange these in three groups, giving three grades 
of quality ; as, Poor, Medium, and Good. 

If possible, arrange these specimens of handwriting on the 
wall or above the blackboard in an order that begins with 
the poorest and ends with the best. 

100. Giving a Program. Invite several guests to be present 
when you give the following program. A committee will volun- 
teer to make enough copies of the program to give to the 
guests. 

The picture on page 305 will give you some suggestions for 
costumes'. Think out others that will express the part you 
play. As the play is given first, you need not remove your 
costumes or decorations before going on with the rest of the 
program. Just appear as you were in the play. 



A PROGRAM 




handwriting EXHIBIT. Proverbs of Franklin (Pages 284-287) 

The class 


a play. Choosing a Career (Pages 301-305) . . Thirty-one pupils 

a reading. A Creed of Thrift (Page 280) A pupil 

A dialogue. Character in Business (Pages 296-297) . Two pupils 
a contest letter. How Boys and Girls Can Save (Page 282) 


A pupil 
A dialogue. The Boy Who Recommended Himself (Page 292) A pupil 
A recitation. Opportunity (Page 294) A pupH 





HALF-YEAR SUMMARY 



307 



REVIEW OF APPLIED GRAMMAR 



(See pages 99 and 191 for the summary of the first year, not repeated here. 
PARTS OF SPEECH, ETC. 



PAGE 

Review of parts of speech . . 211 
How to show possession . 298-299 
Use of the nominative case 

274-275 
Accusative and dative re- 
lations 282-283 



Inflection ....... 235 

Declension . 235 

The adverbial accusative .282-283 

Possessive adjectives . . 298-299 

Analysis: exercises, 215, 220, 225, 

2 5°) 275, 282, 287 



NOUNS 



Common nouns 223 

Proper nouns 223 

Collective nouns 223 



Case of nouns . 224-225, 298-299 
The correct use of nouns 

223-225 



PRONOUNS 



The antecedent .... 231, 253 
Personal pronouns : gender, 

number, case .... 230-233 
Chart of personal pronouns . 232 
Correct use of personal pro- 
nouns 235-237 

Compound personal pro- 
nouns 236-237 



Relative pronouns . . . 252-254 
Compound relative pronouns . 254 
Interrogative pronouns . . 247-248 
Compound interrogative pro- 
nouns ........ 254 

Demonstrative pronouns . 264-265 
Indefinite pronouns . . . 267-269 
Possessive pronouns . . . 298-299 



THE SENTENCE 



Phrases and clauses . . . 214-215 

The sentence 214-215 

Subject and predicate . . 214-215 
Structure of sentences . . . 219 
Declarative, interrogative, ex- 
clamatory sentences . . . 219 



Relationship of parts in a 

sentence 246 

Diagram of "sentence-trees" . 246 

Analysis: exercises, 215, 220, 225, 

256, 275, 282, 287 



3 o8 



HALF-YEAR SUMMARY 
WORD STUDY 



Enunciation drills, 207, 212, 217, 
249, 252, 274, 289, 300 
Pronunciation drills, 221, 229, 239, 
243, 259, 271, 293, 300 
Expression drills . .226, 278, 287 
How words are formed . . . 234 
The glory of the English 

tongue 240-241 

How English was formed 241-242 

CORRECT 

accept, except 206 

angry, mad 206 

as 253 

compound personal pronouns . 236 

double negative 269 

each 268 

each other, one another . . . 268 

either, or 267-268 

every one, everybody .... 268 

except, accept 206 

get, have 205 

have, gel 205 

he, him 233, 236 

her, she 233, 236 

him, he .233, 236 

I, me 233, 236 

mad, angry 206 

me, I 233, 236 

neither, nor 267-268 



PAGE 

Understanding the dictionary 290 
Model from dictionary . . . 290 
Everyday value of dictionary 238 
Alphabetical arrangement . . 204 
Use of dictionary 204, 205-206, 242 
Finding opposites of words 257-258 

Synonyms 291 

Antonyms 258 

Choosing words effectively. . 216 

USAGE 

one another, each other . . . 268 

she, her 233, 236 

some, somewhat 268 

that 253, 263 

them, these, those 265 

them, they 233, 236 

these 265 

they, them 233, 236 

this, that 265 

those 265 

us, we 233, 236 

wander, wonder 206 

we, us 233, 236 



were, was . . 
what . . . 
-which . . . 
who, whom 
who's, whose . 
wonder, wander 



■ 233 
253, 263 
248, 253 
248, 253 

, . 248 
206 



PUNCTUATION AND CAPITALIZATION 



Capitals in titles 202 

Capitals in outlines .... 239 

Semicolon in series .... 203 

Comma, inversion 274 

parenthetical expressions . 276 



Comma with word of direct 
address 275 

Comma with some words in 
apposition 275 

Review of punctuation. . . 256 



HALF-YEAR SUMMARY 



3°9 



REVIEW 
Getting Ideas 

Learning to use books 
Table of contents . . 

Index 

Where to get ideas . 
The message of a book 
Getting the full meaning 
Note-taking, discussion groups 



OF COMPOSITION 

Organizing Ideas 



PAGE 
204 
204 
204 
205 
217 
28l 
288 



PAGE 

How to make an outline . . 206 
Models of outline . . . 206, 239 

Subtopics 239 

Autobiographical outline . . 213 

Exercises in outlining, 204, 206, 

207, 213, 226, 239, 243, 255, 263, 

271, 289, 292, 298, 300 



The paragraph .... 

Accuracy 212-213 

Definiteness . . . . 212-213,230 
Giving directions plainly . 228-229 



Expressing Ideas 

. 208 



Variety in sentences . . 
Variety through inversion 

Unity 

Value of good English . 
Good-English poster . . 



219 
273 
289 
249 
245 



EVERYDAY SPEAKING 



Talks to the class, 200, 207, 212, 217, 

221, 239, 243, 249, 252, 259, 26l, 

271, 274, 278, 287, 2S9, 293, 300 
Conversation. (Throughout book) 
Pronunciation. (See Word Study) 
Speak well club 199 



Dramatization, 275-276, 277, 278, 

279, 292, 295, 300-305 

Sentence building, 247, 258, 261, 

263, 275, 283 
Criticism, 207, 212, 221, 229, 252, 

259, 293, 3°o 



EVERYDAY WRITING 
Compositions 

Assignments, 203, 206, 213, 216, 



Letters 



-220, 226, 230, 239, 243, 244, 
255, 257, 264, 271, 272, 276, 
288 
Form of composition . , 
Model of composition 
Title, margin, indention 
Review of correct form 
Dramatic dialogue 



249, 

281, 

295 

202 

. 203 

202 

• 244 

296-298 



Assignments, 202, 207, 208, 214, 

219, 223, 230, 233, 234, 238, 245, 

247, 252, 258, 266, 271, 275, 278, 

282, 289, 295, 298 



Form of social letter . . . 200-201 
Model of social letter . . . 201 
Address on envelope .... 200 
Form of business letter . . 222-223 
Model of business letter . . 222 
Criticism of written work, 226, 239, 243, 264, 273, 288-289 





PROJECT 31. ORGANIZING A JUNIOR 
CIVIC LEAGUE 



101. Forms of the Government. In this country there are 
four different branches of the government : federal (or na- 
tional), state, county, and municipal. Where is each located ? 
Which do you come in contact with the most? Why? 
Give an example of something that is regulated by each of 
these forms of government. 

Which deals with foreign countries ? Which tries a man for 
theft ? How does each of these deal with the school system ? 
What are the three chief duties, or functions, of each ? 

Look up this information in a textbook on civics. 

Writing a Letter. Write a letter to the librarian in your 
community, asking her to put several books on civics out for 
reference reading, so that the class can consult them after 
school. 

Make an envelope and address it. The best letter will 
be sent. 

102. Building a Civic Ideal. At the top of the next page 
is given a community poem, written by an American poet, 
who had a vision of what a neighborhood could be if real 
consideration for other people were made the guide in 
conduct. 

From now to the end of the year your work will deal with 
community projects that emphasize different things in neigh- 
borly living and in thinking of other people. For these next 
months keep your eyes open for suggestions to improve your 
community and school life. That will be part of your work 
as the Junior Civic League, which you are about to form out 
of your class. 

Read the poem on page 311. 



BUILDING A CIVIC IDEAL 311 

I Dreamed in a Dream 

I dreamed in a dream I saw a city invincible to the attacks of the 

whole of the rest of the earth, 
I dreamed that was the new city of Friends, 
Nothing was greater there than the quality of robust love ; it led 

the rest, 
It was seen every hour in the actions of the men of that city, 
And in all their looks and words. 

Walt Whitman 

What is the meaning of invincible? of robust? How can 
men and women show the spirit of brotherly love in the city ? 
in the country? What things does the government do to 
show consideration of people? 

Describe a scene on the street in which brotherly love is 
revealed in act, look, or word. In -contrast, describe a scene 
where hate prevails. Which is better for the community? 
Tell why. 

In which different ways can citizens (and boys and girls) 
serve a community for the good of all? Give instances in 
which boy scouts and girl scouts or camp fire girls perform 
such a service. 

Memorize the poem. 

103. An Enunciation Drill. To increase the flexibility of 
the lips practice the following, first slowly, then faster. 



ba 


be 


bi 


bo 


bu 


be 


bu 


b5 


bi 


ba 


bi 


ba 


be 


bu 


bo 


bo 


bi 


bu 


ba 


be 


bu 


bo 


ba 


be 


bi 



Form the lips carefully for the syllables. 



312 ORGANIZING A JUNIOR CIVIC LEAGUE 

A Talk to the Class. Tell the class what you consider the 
three most important ways in which a community, through 
its government or independently through private agencies, 
serves and protects its people and thus practices " brotherly 
love " or consideration of all. 

A secretary will be appointed to keep on the board a record 
of these different ways to serve or protect, with the number of 
times each is mentioned ; as, 

Street cleaning f^J / / Library books />/-/ / 

Police protection /"7SC/ 1 1 1 1 Traffic regulations /7W / / 

104. Writing a Civic Platform. Whenever a President 
is to be elected, the great parties of the country get together 
through their delegates and prepare a statement of what they 
believe, or what they stand for. This is called the platform, 
and each individual thing on which the party has a definite 
opinion is called a plank. You will copy on the board the 
ideas for a civic platform, which were given in your talks, 
each forming a plank. 

Examine this list closely. Is everything mentioned that 
affects the well-being of your community ? If you can think 
of anything else, insert it. Rearrange the ideas in order of 
importance. Group the suggestions under heads, if they are 
related. How many separate and distinct topics do you now 
have? To emphasize these write each as a separate para- 
graph, numbered. 

Prepare an introductory paragraph about the formulating of 
a platform by your class. Close this introductory paragraph 
with the words, " as follows : " 

The best platform will be chosen for the League. It will 
be placed in the corridor or some other place for exhibit. 



TRANSITIVE, COMPLETE, AND LINKING VERBS 313 

105. How Verbs May Be Used in Sentences : Review. In 

the following sentences the italicized- words are the verbs. 
Read each verb with its subject substantive. Which do not 
make sense? Why? 

1. The bird flies. 3. The bird caught a worm. 

2. The bird sings merrily. 4. The bird is a robin. 

5. He seems happy. 

" The bird flies " and " the bird sings " make sense. A 
verb that makes sense with the subject and does not need 
another word to complete it is called a complete verb. " Flies " 
and " sings " are complete verbs. The word " merrily " 
merely adds the idea " how." 

The verb " caught " is not complete, for it needs a direct 
object (" worm ") to complete it. It is an action verb. 
Whenever the action is carried over from the subject to an 
object that completes the verb, we call the verb transitive. 
" Caught " is a transitive verb. 

The verbs " is " and " seems " in the fourth and fifth sen- 
tences are also incomplete because they require other words to 
complete the meaning. What are these words ? " Robin " 
and " happy " are not objects, therefore these verbs are not 
transitive. " Robin " and " happy " refer to the subjects, 
and the verbs are really only words that connect them with the 
subjects. Verbs that merely connect are called linking 7>erbs. 

Remember : A complete verb is one that does not need 
another word to complete it. 
A transitive verb is one in which the action passes over to 

an object, the receiver of the action. 
A linking verb is a verb that joins to the subject a noun, 
a pronoun, or an adjective that describes it. 



3H ORGANIZING A JUNIOR CIVIC LEAGUE 

Correct Use of Verbs. There are three important rules to 
remember about transitive and linking verbs. These are 
illustrated in the following sentences : 

i. The man saw me. He saw Tom and me (not " I ")• 

2. It was he (not "him"). It was Ned and 7 (not "me"). 

3. She feels sick (not "badly"). Yesterday she looked energetic. 

I. After a transitive verb the accusative case of the pronoun 
must be used. If a noun and a pronoun are used as double 
objects, both must be in the accusative case. Find the 
sentences that illustrate this rule. 

II. After any form of the linking verb to be (as, is, am, was, 
were, have been, had been, will be, etc.) the nominative case of 
the pronoun must be used. If there are double predicate 
nominative words, as a noun and a pronoun, both must be in 
the nominative case. Find the sentences that illustrate this 
rule. 

III. After the linking verbs feel, taste, smell, grow, become, 
remain, look, appear, and seem the adjective form must be 
used, because the word applies to the subject. Frequently 
the verb can be changed to a form of to be. Do not use the 
adverb after a linking verb, when the word refers to the 
subject. Find the sentences that illustrate this rule. 

A Sentence Match. Choose sides. When the teacher 
gives one of the above linking verbs, a pupil on each side, 
alternately, will make a sentence using the word correctly 
with the adjective form. 

Compose sentences with forms of to be with : (1) single pro- 
nouns as predicate nominatives and (2) nouns and pronouns. 

Compose sentences with transitive verbs and pronoun 
objects. 



VERBS 



315 



106. Correct Usage with Verbs. In the following sentences 
select the correct forms : 

1. They called (Tom and I, Tom and me). 

2. The flowers smell (sweetly, sweet). 

3. It was (me, I) in the room. 

4. (Him and me, he and I, him and I) were present. 

5. They threw balls to (Ned and I, Ned and me). 

6. (Who, whom) did you see at the game ? 

7. He feels too (badly, bad) to play to-day. 

8. She looks (beautiful, beautifully) in that dress. 

9. It was (Ellen and me, Ellen and I) in the garden. 

10. He seems (strong, strongly). 

11. The lemon tastes (bitterly, bitter) to me. 

12. They saw (you and I, you and me) yesterday. 

13. It was (her, she) in the room. 

For each .discarded form that you judge incorrect in the 
above sentences write a new sentence in which the expression 
would be used correctly ; as, 

They called (Tom and I, Tom and me). 
They called Tom and me. 
Tom and I were called. 
Tom and I called them. 

If it is impossible to do this with some expressions, be ready 
to tell why. 

107. An Enunciation Drill. Do not omit the final d in and. 
Practice saying the following : 

1. He and I went. 3. They want him and me to go. 

2. She saw him and me. 4. They gave it to you and me. 

A Talk to the Class. Tell the class how a Junior Civic 
League could be of help (a) in your school or (b) in the com- 
munity. 



316 ORGANIZING A JUNIOR CIVIC LEAGUE 

1 08. Paragraphing, Brevity, and Arrangement in Letter 
Writing. The following letter describes a girls' club. The 
ideas are excellent, but there are mistakes in paragraphing, 
brevity, arrangement, and expression. Watch for these mis- 
takes as vou read. 



My dear Miss Butler : 

1 You surely will be interested in the new club organized in 
our high school against snobbery. 2 At first the girls' Basket- 
ball teams, of which I was a member, decided upon the idea of 
such a club. 3 After a few weeks the constitution was read and 
officers were elected. 4 The purpose is to put aside all snobbery 
so common in the school, and to promote simplicity in the dress 
of the girls. 5 All Freshmen girls who belong must wear their 
hair in a braid or curl down their backs. 6 All other upper class- 
men are encouraged to do the same. 7 No powder, or rouge, 
or such things are allowed to be used by the girls. 8 They must 
not chew gum in public. 9 On every school day preferably a 
middy blouse must be worn, no georgette crepe or silks at all. 

10 These rules, if broken, cause a fine of five cents to be paid 
by the guilty girl. n One rule which so many have broken is 
that of wearing the so-called "headache band." n If these said 
rules are broken five times, the breaker is expelled from the club. 
13 At the present time about sixty girls belong and up to date, 
two teachers have joined. ,4 As our high school is very large — 
about sixteen hundred pupils — we hope to increase the member- 
ship of our club. 15 The name is The Girls' Athletic Club. 16 1 
am a charter member of this organization. 

Sincerely yours, 
Grace Ashford 



CORRECTING A LETTER 317 

The body of the letter starts very well with an introductory 
sentence about the club. You would expect this to be followed 
by the name of the club and some information about its pur- 
pose. These ideas, however, are brought in later. Find 
them. 

In the mind of the writer there was information about as 
follows, but she does not make these topics clear. 

I. Name, purpose, organization 
II. Rules and fines 
III. Progress to date 

These topics would make three good paragraphs. Tell 
which sentences would belong to each for re-paragraphing the 
letter. 

The letter rambles at times. It uses some words that are 
not needed. Go through each sentence to find words or 
phrases that you can strike out without spoiling the sense of 
the letter. 

How must the sentences (by number) be rearranged to make 
the paragraphing right? 

Examine the arrangement of words in each sentence. 
Experiment in arranging the words differently until you find 
an order that is clear and emphatic. 

Correcting a Letter. Write the letter on page 316 again, 
correctly paragraphed, with all superfluous words omitted, 
and with the words of the sentences arranged most effectively. 

109. Writing a Constitution. Divide the class into con- 
versation and discussion groups, four or five to a group, and 
assign the topics at the top of page 318 for suggestions. 
These groups will get together in various parts of the room and 
talk about good suggestions. 



318 ORGANIZING A JUNIOR CIVIC LEAGUE 

i. Name 4. Membership 

2. Purpose 5. Committees 

3. Officers 6. Rules and fines 

At the end of fifteen minutes the class will reassemble and 
a member from each group will report. 

In class build up on the board an outline for a constitution 
covering the above topics, the class choosing from the sugges- 
tions offered. 

Write the constitution, using each topic as a paragraph 
with a title as follows : 

Article I. Name Article IV. Membership 

Article II. Purpose Article V. Committees 

Article III. Officers Article VI. Rules and fines 

The best constitution will be selected as the constitution of 
the League. A pupil will volunteer to print it in large letters 
(or typewrite it) for display on the classroom wall or in the 
corridor. 

no. Electing Officers for a Junior Civic League. Think 
beforehand (and discuss outside) who would make good 
officers for a Junior Civic League formed from your class. 
You need a president, a vice president, a secretary, and a 
treasurer. What are the duties of these officers? Talk 
about this subject at home. 

In class vote by secret ballot on a slip of paper the name of 
the boy or the girl that you want for president. Two tellers 
will collect the ballots. As they read them aloud, the teacher 
will record the names and the votes on the board ; as, Tom 
Smith A7SC7 //• 

The person with the most votes will be declared president. 
His (or her) name will be written on the board. 



ELECTING OFFICERS 



319 



Call for two nominations for vice president. Then follow 
the same procedure. Do the same in electing the secretary 
and the treasurer. 

Write on the board under the president's name the names 
of these three officers. 

Discuss how a meeting of an organization is conducted. 
What is meant by motion? by seconding? by ballot? by 
unanimous? by majority? Look these words up in the 
dictionary. 

How would an election be ordinarily conducted ? 




Writing a Letter. Write a letter to your principal, telling 
about the organization of your Civic League. Follow the 
outline used on page 317 for three paragraphs: 

I. Name, purpose, organization 
II. Rules and fines 
III. Progress to date 

Make an envelope and address it. The letter that shows 
the most improvement will be sent. 

BOL. ADV. EV. ENG. 22 





PROJECT 32. MAKING " SAFETY 
FIRST " POSTERS 



in. " Safety First " as a Civic Duty. Boys and girls who 
are interested in the welfare of their communities will enjoy 
making " Safety First " posters. What is meant by " Safety 
First "? If safety is sometimes put second, what things are 
put ahead of it ? 

How do accidents result from (/) hurrying to make up 
time? (2) seeking only one's own pleasure? (3) failing to 
look where one goes? (4) being curious about something? 
(5) carelessly neglecting something? (6) failing to repair 
a worn rope, a loose nut, etc. ? (7) failing to follow signals ? 
(8) taking " dares " ? 

When these things are put before safety, accidents result. 
What ways of classifying accidents can you suggest ; as, 
railway accidents? What accidents have happened in your 
community? 

Writing a Letter. Write a letter to the principal of your 
school, stating that your class is working on a " Safety First " 
project and requesting permission for the seven pupils who give 
the best talks on the subject to repeat these one-minute talks 
to seven other classes, from the first grade to the seventh. 
If you do not have many different grades in your school the 
talks can be given to other classes of the same grade. 

112. Discussion of Safety. Divide the class into four 
teams, each to take one of the following subjects for fifteen 
minutes of discussion. The teams will get together in 
different parts of the room. 

Safety First 

1. At home 2. At school 3. On the street 4. On the playground 
320 



DISCUSSION GROUPS 321 

Each group will choose a leader to draw suggestions from 
each member of his group. He will appoint a temporary- 
secretary to keep notes of the suggestions. 

Consider how accidents occur from fire, water, gas, electric 
light, windows, stairways, traffic, things out of place, taking 
" dares," playing jokes, neglect, and wearing out of materials. 
Stick to your topic. Consider the above suggestions as 
applied to it. Then try to add other causes of accidents, or 
other suggestions for securing safety first. 

After fifteen minutes of group discussion the class will 
reassemble, with the president of the Junior Civic League 
in the chair. Each chairman of a discussion group will give 
a report from the notes taken by the secretary. At the end of 
each report the president will call for other suggestions from 
the rest of the class, who were serving on other committees 
and discussing other topics. 

113. An Enunciation Drill. Practice saying the following 
short commands sharply, with good, full tone : 

1 . Halt ! 4. Danger ! 

2. Fire! Fire! 5. Help ! 

3. Attention ! 6. This way out ! 

7. Stop! Look! Listen! 

A Talk to the Class. Tell the class at least five things 
that you think most important in working for safety first. 
Choose one of the following. Outline what you wish to say. 
Make your talks suitable for audiences of pupils from grades 
one to four. Make your meaning very clear. 

1. At home 2. At school 3. On the street 4. On the playground 

The four best talks will be delivered at another time to the 
children in the first four grades, or to four other classes. 



322 MAKING "SAFETY FIRST" POSTERS 

114. Writing a Warning Handbill. Observe how one of 
our large American traction companies sends out a warning 
for " Safety First," printed in a leaflet and distributed among 
the people. 

Safety First! 

1 Don't hang on to the back of a car, a wagon, or an auto- 
mobile. 

2 Don't cross the street in the middle of the block. 

3 Don't cross the street behind a car without looking both ways 
for approaching traffic. 

4 Don't play on streets where there are car tracks. 

■ 5 Don't put your head or arms out of car windows. 

6 Don't get on or off the car until it stops. 

7 Always be careful — saving our lives is more important than 
saving time. 

Each of these seven sentences could be followed by a 
sentence telling why. Make up such sentences. 

Select as your topic " Safety First — at Home " (or " at 
School " or " on the Playground "). Make up as many good 
suggestions for safety as possible. Copy them in the form of 
the above model, with two vacant lines between sentences. 
To each sentence add a clause of reason (why) beginning with 
" because " or " for." 

You have turned each sentence into a complex sentence by 
adding a subordinate clause. Read each sentence carefully to 
see whether you have made your meaning clear. Strike out 
any words that could be omitted. Have you properly punc- 
tuated your sentences ? How is a contraction written ? 

The best group of sentences for each topic will be selected 
for a handbill to be placed in the corridor. 



TENSE OF VERBS 323 

115. How Verbs Tell Time. Observe how the verbs in 
the following sentences give you an idea of time. 

1. Tom throws the banana skin into the garbage can. 

2. Will threw the banana skin into the garbage can. 

3. Ned will throw the banana skin into the garbage can. 

Three different boys are spoken of in these sentences. 
Which one has already acted ? Which one is doing the throw- 
ing at the present moment? Which one has not yet thrown 
the skin, so that his act of throwing will occur in the future? 

Ideas of time are expressed by what we call tense. The 
verb form changes to show the three great tenses : 

Present. They throw. He throws. You throw. I throw. 

Past. They threw. He threw. You threw. I threw. 

Future. They will throw. He will throw. You will throw. I shall throw. 

Observe that throw and throws are present forms, the ending 
s being added to the verb when the subject is talked about. 
The past tense (threw) keeps the same form for all persons and 
both numbers. The future tense is a verb phrase, in which 
shall is used with I or we as subjects, and will with all other 
subjects. 

Remember : The three principal tenses are the present, the 

past, and the future. 
The present tense adds s when the subject is spoken of. 
The future tense is a verb phrase formed by joining will 

or shall with the verb, shall being used with I or we as 

subjects, and will with all other subjects. 

A verb that helps another verb is called an auxiliary verb. 
Shall and will, the different forms of the verb to be, and have, 
had, and has are the most common auxiliary verbs in English. 



324 MAKING "SAFETY FIRST" POSTERS 

The auxiliaries have, has, and had are used to tell when the 
action of the verb has been completed. Observe how the 
following sentences show : (a) action completed at the present 
time, (b) action completed at some moment in past time, and 
(c) action to be completed at some moment in future time. 

(a) At last I have finished my poster. 

(b) I had finished my poster before Henry arrived. 

(c) To-morrow by noon I shall have finished my poster. 

Because these three verb forms show that action has been 
completed or is to be completed, that is, perfected — we call 
these forms perfect tenses. 

(a) Present perfect tense. Completed at the present time. 

The engineer has signaled. 
We have stopped the train. 

(b) Past perfect tense. Completed at some past time. 

The engineer had signaled. 

(c) Future perfect tense. To be completed at some future time. 

The engineer will have signaled. 
We shall have stopped the train. 

Remember : The three secondary tenses show completed action. 
The present perfect tense indicates action completed at 

present. The auxiliary is has or have. 
The past perfect tense shows action completed in the past. 

The auxiliary is had. 
The future perfect tense shows action to be completed in 

the future. The auxiliary is shall with the subjects I and 

we, and will with all other subjects. 

An Exercise. Using the model at the top of page 325, give 
the six tense forms with / and he for call, beg, show, and stop. 



CONJUGATION OF THE VERB 



325 



Present. 


(a) I ask. 


(b) He asks. 


Past. I asked. 


He asked. 


Future. I shall ask. He will ask. 


Present Perfect. I have asked. He has asked. 


Past Perfect. I had asked. He had asked. 


Future Perfect. I shall have asked. He will have asked. 


116. Conjugation of the Verb. A table of all the forms of 


a verb in the various tenses, 


persons, numbers, etc., is called 


a conjugation. 




Principal Tenses 


Secondary Tenses 


* Present 


| Present Perfect 


4 Singular 


Plural 


£ Singular 


Plural 


1. I ask 


we ask 


1 . I have asked 


we have asked 


2. you ask 


you ask 


2. you have asked 


you have asked 






f he (she, it) has 


they have asked 


J he (she, it) asks 
1 the boy asks 


they ask 


! asked 


* 


the boys ask 


1 the boy has 


the boys have 






[ asked 


asked 


Past 


Past Perfect 


Singular 


Plural 


Singular 


Plural 


1. I asked 


we asked 


1. I had asked 


we had asked 


2. you asked 


you asked 


2. you had asked 


you had asked 


/ he asked 


they asked 


f he had asked 


they had asked 


\ the boy asked 


the boys asked 


3- { the boy had 
I asked 


the boys had asked 


Future 


Future Perfect 


Singular 


Plural 


Singular 


Plural 


1. I shall ask 


we shall ask 


1. I shall have 


we shall have 






asked 


asked 


2 . you will ask 


you will ask 


2. you will have 


you will have 






asked 


asked 


[ he will ask 


they will ask 


[ he will have 


they will have 


j 




j asked 


asked 


' | the boy will 


the boys will 


I the boy will 


the boys will have 


[ ask 


ask 


y have asked 


asked 



326 MAKING "SAFETY FIRST" POSTERS 

Copy the conjugation on page 325 on the board, and point 
out the principal and secondary tenses. Tell how they differ. 
Tell how each is formed. 

The person of the verb is indicated by the numbers. / and 
we are the subjects for the first person, which indicates a 
person as speaking. You is the subject for the second person, 
which indicates a person spoken to. He, she, it, they, as well 
as singular and plural nouns, are the subjects for the third 
person, which indicates a person, place, thing, or idea 
spoken of. 

Which pronouns are used in the singular as subjects? 
which in the plural? Which pronoun may be either singular 
or plural in use ? 

A Sentence Match. Divide the class into two teams. 
The teacher alternately announces one of the following verbs 
used in a short sentence with a different pronoun each time ; 
as, " I ask a favor." The pupils give the six tenses in order. 

1. I ask a favor. 4. I have asked a favor. 

2. I asked a favor. 5. I had asked a favor. 

3. I shall ask a favor. 6. I shall have asked a favor. 

A pupil who fails or lags while the teacher counts five must 
drop out. 



ask 


show 


halt 


play 


cross 


reach 


follow 


beg 


stop 


look 


save 


pitch 


count 


finish 


call 


hope 


pull 


jump 


labor 


watch 


pretend 


dust 


cook 


fail 


stay 


climb 


lift 


answer 



117. Planning a Story. What are some of the things that 
people sometimes put before safety, thereby bringing trouble 
on themselves? The selection at the top of page 327 tells 
about one of these. 



MAKING UP A STORY 3 2 7 



Behind Time 



m 



A railroad train was rushing along at almost 
lightning speed. A curve was just ahead, beyond 
which was a station, where two trains usually 
met. The conductor was late, so late that the 
period during which the up-train was to wait had nearly 
elapsed ; but he hoped yet to pass the curve safely. Suddenly 
a locomotive dashed into sight right ahead. In an instant there 
was a collision. A shriek, a shock, and fifty souls were in 
eternity ! And all because an engineer had been behind time. 

Freeman Hunt 

Be ready to tell how hurry causes accidents ; or how curi- 
osity, or pleasure-seeking does. 

How does your community work for " Safety First " ? 

118. Writing a Story in a Paragraph. Imagine one of the 
following sentences to be the closing idea of a paragraph 
similar to the one above, which tells about an accident. For 
the blank you will supply a word that suits the thought. 
Find a word that suggests a story. 

i. And all because a thought of his own pleasure first ! 

2. And all because a was too curious to wait his turn ! 

3. And all because a threw a banana peeling on the side- 

walk ! 

4. And all because a forgot to tighten a loose screw ! 

5. And all because a played a cruel practical joke ! 

6. And all because a fell asleep at his post ! 

7. And all because a left matches carelessly about ! 

Writing a Letter. Write to your principal for permission 
to exhibit to the school the posters that you will make 
later. The best letter will be delivered in person. 



328 MAKING "SAFETY FIRST" POSTERS 

119. Handwork : " Safety First " Posters. Divide the class 
into nine groups, each to plan and make a " Safety First " 
poster for one of the following uses : 

1. At home 4. On the street 7. In a public park 

2. At school 5. On the playground 8. In a moving picture theater 

3. In a factory 6. In an office building 9. At the seashore resort 

Draw an appropriate picture or cut pictures from magazines 
and mount them. Underneath print five warnings. Use 
water colors or crayons to give a striking effect. 

Discuss ideas for posters in class. 

120. An Enunciation Drill. Combine the sound of m with 
the vowels and enunciate them carefully : 

ma; me, me; mi, mi, mi; mo, mo, mo, mo; mu, mu. mu, mu, »iu 

A Talk to the Class. Hold your poster up for the class to 
see. Tell why you have made it that way. Read your 
warnings and tell which one you consider most important. 
Tell how your community could use the ideas to advantage. 
The vice president of the Junior Civic League will preside. 

The three best talks will be given to three other classes in 
the school — the fifth, the sixth, and the seventh grades or 
others — at a time the principal designates. 

An Exhibit of Posters. Arrange an exhibit of " Safety 
First " posters in the corridor or the auditorium, where the 
rest of the school can view them. 

The best poster for each subject will be taken down to one 
of the department stores and exhibited for the people of your 
community to see. The president of the Junior Civic League 
will appoint a committee of three pupils to attend to the 
matter. What must they do ? 



r^B^ PROJECT 33. HONORING THE RED f^J^ 

gg c R oss jjj 

121. The Work of the Red Cross. The American Red 
Cross performed a wonderful service during the World War, 
but the work of the Red Cross is not confined to times of war. 
There is a service equally important for it to render in times 
of peace. 

Who founded the American Red Cross ? How did the red 
cross come to be the symbol of the organization? 

How does the Red Cross Society help in times of war? 
How is it to be treated by the countries at war ? 

What calamities or accidents in peace times need the 
service of the Red Cross? Be ready to tell about a great 
flood, earthquake, fire, or the sinking of a vessel. 

What part did dogs play in the Red Cross work during the 
war ? How have dogs done similar work in the Swiss Alps ? 

122. Playing Reporter. Your community did Red Cross 
work during the war. Play reporter and find out about it. 
Your mothers and fathers can tell you about the Red Cross 
work that was done by men and women during the war. 
Your older brothers and sisters can tell you about what the 
school children of the country did. 

The class will be divided into two teams : (i) for Senior 
Red Cross work, and (2) for Junior Red Cross work. 

Writing a Letter. Write a letter to some one you know, 
who may be able to tell you something about the Red Cross 
work which is being investigated by your team. In the 
letter you should tell (a) about your Red Cross project and 
(b) what you hope the person can tell you. 

Make an envelope and address it. Deliver your letter 
personally. Make notes of the information you get. 



330 HONORING THE RED CROSS 

123. A Humming Game. To form good tone the breath 
must pass out through both nose and mouth. To open the 
nasal passage, hum m-m-m with the lips lightly closed. Then 
drop the lower jaw and let the humming sound come out 
through both mouth and nose. 

A Talk to the Class. Select one of the following topics 
and give a one-minute talk to the class. Look up information 
in the encyclopedia or get it from talking with grown-up 
people or other boys and girls. 

1. What Clara Barton did for the 4. Red Cross work and national 

Red Cross calamities 

2. The work of Florence Nightin- 5. Senior Red Cross work in your 

gale community 

3. Red Cross work during the 6. Junior Red Cross work in your 

World War community 

124. Qualities of the Good Outline. You have heard 
talks about three great Red Cross subjects : 

1. Pioneers in Red Cross Work 

2. Red Cross in War and Peace 

3. Red Cross Work in Your Community 

Select one of these subjects as the topic for a report. 

How many main divisions would an outline of your topic 
have? Why? Prepare an outline for your topic. Follow 
the outline form on page 331. 

Look carefully over your notes to see whether you have 
recorded all your facts accurately in your outline. Consider : 

1. Are all the facts given? {Completeness.) 

2. Are the statements true? {Accuracy.) 

3. Do the facts deal with your topic ? {Unity.) 



FORM OF THE OUTLINE 



331 



I. 
II. 










A. 
B. 

C. 

A. 


1. 

2. 

1. 

2. 
3- 




<-Each subtopic a half 
inch to the right 




<r- Subtopics marked 
differently 














2. 

3- 

4- 








<- Subtopics of subtopic 
also marked 
differently 


b 









4. Are facts grouped together in the best order? (Order, se- 
quence, arrangement.) 
Correct the outline. 

Remember : The outline should be tested for completeness , 
accuracy, unity, and order. If it is weak in any of these 
particulars, the corrections should be made before the com- 
position is written. 
Writing a Report. Write up your outline in full as a report. 
The best report for each topic will be read aloud to the school 
at another time. 

125. Regular and Irregular Verbs. How do. the main verbs 
change their form in the tenses on page 332? The form 
of the verb commonly used in the first person present tense, 
as " like" or " play," is called the simple form of the verb. 



332 



HONORING THE RED CROSS 



(a) I like 


(6) I /,/,/ v 


(c) I sec 


(d) I show 


I liked 


I played 


I saw 


I showed 


I shall like 


I shall play 


1 shall see 


I shall 5//ow 


I have 
liked 


I have 
played 


I have seen 


I have 

shown 


I had 
liked 


I had 

played 


I had seen 


I had 

shown 


I shall have 
liked 


I shall have 

played 


I shall have 
seen 


I shall have 

shown 



Present 

Past 

Future 

Present 
Perfect 

Past 
Perfect 

Future 
Perfect 



In verbs (a) and (b) how many forms of the verb are used ? 
Name them. In verbs (c) and (d) how many forms of the 
verb are used? Name them. Which verbs have two forms 
of the verb ? Which have three ? 

Verbs (a) and (b) are called regular verbs because they form 

their past tenses by adding d or ed to the simple form of the 

verb. 

„ , J like liked liked 

Regular verb \ . , , , , 

a [ play playra played 

Verbs (c) and (d) are called irregular verbs because they form 
either or both of their past tenses in some other way than by 
adding d or ed to the simple form of the verb. 



Irregular verb { , 



saw 
showed 



seen 
shown 



Remember : A regular verb forms its past tense by adding d 
or ed to the simple form of the verb. 
An irregular verb forms its past tense in some other way. 

An Exercise. Make up sentences for three regular and three 
irregular verbs. Write each sentence six different times, each 
time changing the tense. For example : 



REGULAR AND IRREGULAR VERBS 



333 



Irregular 

i. The wind blows a gale. 

2. The wind blew a gale. 

3. The wind will blow a gale. 

4. The wind has blown a gale. 

5. The wind had blown a gale. 

6. The wind will have blown a gale. 




Regular 

1. The sunset jades away. 

2. The sunset faded away. 

3. The sunset will jade away. 

4. The sunset has jaded away. 

5. The sunset had jaded away. 

6. The sunset will have jaded away. 

126. Study of a Poem. How is the Red Cross personified, 
or spoken of as a person, in the following poem ? 

The Red Cross Spirit Speaks 

1 Wherever war, with its red woes, 
Or flood, or fire, or famine goes, 

There, too, go I ; 
If earth in any quarter quakes 
Or pestilence its ravage makes, 

Thither I fly. 

2 1 go wherever men may dare, 
I go wherever woman's care 

And love can live, 
Wherever strength and skill can bring 
Surcease to human suffering, 
Or solace give. 

3 The cross which on my arm I wear, 
The flag which o'er my breast I bear, 

Is but the sign 
Of what you'd sacrifice for him 
Who suffers on the hellish rim 

Of war's red line. JoHN R FlNLEy 

What thrilling pictures does this poem make you see? 
Explain 



red woes l " and " war's red line. 3 



334 



HONORING THE RED CROSS 



Writing a Letter. Write a letter to another eighth-grade 
class, challenging it to illustrate several lines from the poem 
in a poster contest for the Red Cross. 

Handwork. Outside of school make a Red Cross poster. 

127. Conjugation of the Irregular Verb to be. The most 
irregular verb in our language is the verb to be. Below is part of 
its conjugation : 



e Present 


s Present Perfect 


£ Singular 


Plural 


£ Singular 


Plural 


1. I am 


we are 


1. I have been 


we have been 


2. you are 


you are 


2. you have been 


you have been 


f he (she, it) is 
3 ' \ the girl is 


f they are 
\ the girls are 


1" he has been 
3- 1 the girl has 
I been 


[ they have been" 
{ the girls have 
I been 


Past 




Past Perfect 


Singular 


Plural 


Singular 


Plural 


1. I was 


we were 


1. I had been 


we had been 


2. you were 


you were 


2. you had been 


you had been 


f he was 

{ the girl was 


f they were 


[ he had been 
3-| the girl had 
been 


they had been 


{ the girls 
[ were 


the girls had 
I been 


Futur 


e 


Future Perfect 


Singular 


Plural 


Singular 


Plural 


1. I shall be 


we shall be 


1 . I shall have 
been 


we shall have been 


2. you will be 


you will be 


2. you will have 
been 


you will have been 


f he will be 


1" they will 


f he will have 


\ they will have 


1 


1 be 
] the girls 


J been 


j been 


3 ' | the girl will 


3 " j the girl will 


j the girls will 


I be 


[ will be 


I have been 


1 have been 



THE PROGRESSIVE FORM 335 

Observe the two ways in which forms of the verb be are 
used as auxiliaries in English : 

Progressive Form, Active Voice Ordinary Passive Voice 

(a) I am going to school (a) I am struck by the ball. 

(b) I was going to school. (6) I was struck by the ball. 

(c) I shall be going to school. (c) I shall be struck by the ball. 

(d) I have been going to school. (d) I have been struck by the balk 

(e) I had been going to school. (e) I had been struck by the ball. 
(/) I shall have been going to (/) I shall have been struck by the 

school. ball. 

In the sentences on the left a verb form ending in ing 
(" going ") is used with the forms of to be. The form of the 
verb made by adding ing to the simple verb form is called the 
present participle. When forms of the verb to be are added 
to the present participle of a verb, we have a conjugation that 
expresses continuous, or progressive, action. It is called the 
progressive form. Read the sentences on the left — all in the 
progressive form — and observe how the subject is acting 
continuously. 

In the sentences on the right a different form of the verb 
(" struck ") is added to the forms of to be. This form is 
called the past participle. It is the form of the verb that makes 
the perfect tenses. Observe that the subject is acted upon. 
This form, in which the subject is acted upon, is called the pas- 
sive voice. The form in which the subject is acting is called the 
active voice. The sentences on the left are in the active voice. 
Remember : Voice is a change in the form of a verb tliat tells 

whether the subject is acting or is acted upon. 
There are two voices: the active voice, in which the 

subject is acting, and the passive voice, in which the 

subject is acted upon. 

BOL. ADV. EV. ENG. 23 



336 HONORING THE RED CROSS 

Remember : The passive voice is formed by tlte verb to be 
and the past participle. 
The progressive form of the active voice is formed by the 
verb to be and the present participle, which ends in ing. 

An Exercise, (a) In the following list of verb forms pick 
out the present participles and use each in the six different 
tenses given on page 334. 



educated 


thinking 


known 


running 


learning 


alarmed 


singing 


favored 


taugbt 


guessing 


considered 


prepariri 



Write these forms on the board and use them in sentences. 

(b) Divide the class into two teams : Team I will select a 
present participle and by referring to the conjugation of to be 
on page 334 will write out the progressive conjugation, active 
voice. Team II will select a past participle and combine it 
with the forms of the verb to be on page 334 to make the pas- 
sive voice. 

128. Conversation : Peace-Time Activities of the Red 
Cross. Be ready to offer suggestions for each of the following 
peace-time activities in which the Red Cross is actively 
interested or of which it approves. 

1. School nurse 4. Vacation funds 7. Hospitals 

2. Kirst aid 5. Hygiene exhibits 8. Aid in calamities 

3. Baby welfare 6. Board of Health 9. Safety devices 

A secretary will be appointed for each topic, to take notes 
of the suggestions. 

Reminders 

1. Look squarely at your audience. 

2. Enunciate clearly and slowly, so that you can be heard in all 
parts of the room. 



RED CROSS POSTERS 



337 






129. Writing a Paragraph. 

Imagine the Red Cross to be 
speaking. She pictures her ac- 
tivities. She tells how you have 
helped her. She closes with 
the sentence : 

I am the Red Cross ! 

130. Exhibit of Posters. The 
teacher will place on exhibit all 
the posters prepared by the class. 

A Pronunciation Drill. Prac- 
tice enunciating the or in " or 
flood or fire or famine " in the 
poem on page 333. 

A Talk to the Class. Examine 
the posters. Decide which you 
think is the best. Make a speech 
in its favor. 

At the end of the period vote 
for the person whose poster you 
think should represent your class 
in the contest with the other 
class. 



i©fe~ 





_ PROJECT 34. PROTECTING THE BIRDS ._ 



131. Protection of Birds a Part of Civic Duty. There is a 
faithful band of public servants constantly fighting the foes 
of man. They are the birds, the farmer's best friend. How 
could a community show its appreciation, if these faithful 
bird servants presented a pledge like this ? 



A Pledge from the Birds 

We pledge ourselves to police your orchard and shade trees 
and keep them free from injurious worms and insect pests. 

Signed : Woodpeckers, Brown Creepers, Chickadees, 
Nuthatches, Bluebirds, Wrens, Grosbeaks, 
T onagers, Orioles, Vireos, Flycatchers, Cuckoos, 
Warblers. 

We pledge ourselves to police your gardens and hold in 
check the aphids, worms, and grubs which otherwise would 
destroy your crops. 

^^ ^^- Signed : Chipping Sparrows, Song Sparrows, 

-^■^^ Catbirds, Robins. 

We pledge ourselves to police your meadows and fields and 
destroy the grasshoppers, and other insect pests, and the seeds 
of weeds, which would otherwise ruin them. 

Signed : Bobolinks, Bobwhites, Meadow Larks, 
Grackles, Blackbirds, Field Sparrows, Vesper 
Sparrows. 

The People's Home Journal 



4- 



How do these three groups of " bird policemen " differ 
in the places where they work and in the foes they fight ? 
338 



AN EXPRESSION DRILL 339 

What are some insect pests ? What are aphids and grubs ? 

Which of these birds have you seen? where? Look up 
information in bird books about how these birds aid man. 
Perhaps you can borrow a colored bird book from the library. 

What else do birds give us besides this service against 
harmful insects and weeds? What do they sometimes take 
from man as slight payment for this great police service ? t 

You can begin to show your appreciation of birds by pro- 
viding homes and other comforts for them. Begin to plan 
a bird house to make for an exhibit. 

Writing a Letter. Write a business letter to a man in your 
community who has a good window in which to exhibit bird 
boxes, etc. Ask him whether he will allow you to place such 
an exhibit in his window. 

132. An Expression Drill. Find Henry van Dyke's bird 
poem, " The Song Sparrow," at the library and practice 
saying it at home with life in every line, as if you were seeing 
and hearing the bird for the first time. 

A Talk to the Class. Tell the class what you think people 
can do to attract birds to a community. 

Handwork. During the next week make a bird box suitable 
for one of the following birds, or another bird of your com- 
munity. The boxes will be exhibited later. 

1. House wren 3. Flicker 5. Woodpecker 7. Robin 

2. Chickadee 4. Martin 6. Nuthatch 8. Song sparrow 

133. Gathering Ideas about Birds. There are three chief 
ways by which you can get ideas about birds. The picture 
on page 341 suggests one of them. How would the binoculars 
help you? How would the camera help? Why does a real 
observer of birds like to have a notebook ? 



34© PROTECTING THE BIRDS 

Can you tell the name of the bird going down the tree head 
foremost? It is a nuthatch. 

What things can you learn about birds from (/) observing 
them, (2) reading about them, and (3) talking about them ? 

What helpful suggestions do you get from each paragraph 
in the following selection ? 

Bird Study 

1 The best season to begin the study of birds is the winter, 
when the varieties are few and less likely to confuse one. It is 
also an excellent time to learn to observe carefully as to plumage, 
form, manner of flight, and perching and feeding habits. Be- 
sides, experience gained at this season will be of great value to 
one when the country is overrun with the army of migrants. 
But with the first arrivals in the spring begins the season when 
birds are most interesting, for then may be studied their songs, 
mating and nesting habits, and the many activities of therr very 
busy lives. 

2 There are several methods of bird study. One is to find some 
good locality and remain quiet, waiting for the birds to approach ; 
another is to walk quietly through the fields, pastures, and woods, 
or along bush-grown roads, observing as you go. Another ex- 
cellent way is to drive with a slow-walking horse along country 
roads, for birds which are easily alarmed at a person walking 
scarcely notice a horse and carriage. 

3 Always move with as little noise as possible, without sudden 
movement, and without the appearance of watching the birds 
you are stalking. If you utter low chirps or whistles, they are 
less liable to take alarm. 

4 1 once read in a very interesting book by Mr. Dan Beard how 
successful he had been in catching birds with his hands. His 
method is to approach slowly and very quietly when the bird is 
not looking at him. The instant the bird looks in his direction 



BIRD STUDY 



341 



^^ifk^ 




he stops and stands motionless, 
advancing again when the bird's " : "' 

attention is turned in another direction. 

5 Wishing to test this theory, I started 
out and tried it on the first bird seen, an 
American three-toed woodpecker, usually 
rather a shy bird. Being on snowshoes, I 
was somewhat handicapped by the crunch- 
ing of the crusty snow, but advanced 
slowly when he was busily hammering at 
the dead pine. When he ceased, I halted 
instantly, and by this method worked my 
way to within ten feet of him, and with- 
drew without his taking wing. Afterward, 
following this method of approach, I actually caught a tufted 
titmouse, as he busily pecked at a cocoon attached to an oak 
leaf. 

6 The songs and calls should be carefully studied in connection 
with a bird until all its notes are familiar to you. This is one of the 
very best means of knowing birds, as many will be heard that are 
not seen. If unable to name a bird whose plumage you have 
plainly seen, visit a museum and you will very likely be able to 
determine its name from the specimens found there. 



342 



PROTECTING THE BIRDS 



7 Do not think because you live in the city that you cannot find 
birds. Mr. Parkhurst, author of that excellent book, "The Birds' 
Calendar," found in Central Park, New York, members of nine- 
teen of the twenty-one families which inhabit the United States — 
nearly a hundred varieties in all. In Prospect Park, Brooklyn, I 
have seen many kinds during the spring migration, and a large 
number rear their broods there. 

8 The diagram showing the parts of a bird should be carefully 
studied. The expression "upper parts " includes all the upper sur- 
face except the wings and tail; "under parts," the under surface 
except the wings and tail. The length of a bird is the distance from 
the tip of bill to end of tail when stretched to full length. The 
English sparrow, which is six inches long, is used for the standard 
of measurement for the smaller birds ; the robin, ten inches long, 
for the larger birds. 

Albert Field Gilmore : Birds through the Year 




ACTIVE AND PASSIVE VOICE 343 

134. Writing a Bird Booklet. The class will be divided 
into two teams to write two chapters of a bird booklet : 

Chapter I. Descriptions of birds (pupils selecting as many different birds as 

possible). 
Chapter 2. How to observe birds (pupils dividing the places in their locality 

among them ; as, in park, on street, in back yard, along road, etc.). 

Each team will choose a captain, who will write on the 
board before class the titles of the compositions in his chapter. 

Compositions will be read aloud in class, the members of the 
teams sitting on opposite sides of the room. 

135. Active and Passive Voice. Voice is the property of 
the transitive verb, which tells whether the subject is acting 
or is acted upon. 

Active (Subject acting). The robin ate the worm. 

Passive (Subject acted upon). The worm was eaten by the robin. 

There are six tenses for each voice : 



Active Voice 

Present. The robin eats the worm. 
Past. The robin ate the worm. 

Future. The robin will eat the worm. 

Pres. Perf. The robin has eaten the worm. 

Past Perf. The robin had eaten the worm. 

Future The robin will have eaten the 
Perfect. worm. 



Passive Voice 

The worm is eaten by the robin. 
The worm was eaten by the 

robin. 
The worm will be eaten by the 

robin. 
The worm has been eaten by 

the robin. 
The worm had been eaten by 

the robin. 
The worm will have been eaten 

by the robin. 



When the active voice is changed to the passive voice, the 
object (" worm ") of the active form becomes the subject of the 
passive, and the subject (" robin ") of the active form is used 
as object of the preposition "by." 



344 PROTECTING THE BIRDS 

An Exercise. (/) Read the following sentences with the 
six different tense forms in the active voice. (2) What 
changes will you make to express these sentences in the passive 
voice ? Write them in the passive voice. (3) Make up the six 
passive tenses. 

1. Insects devour our food. 

2. Insects devour $1,000,000,000 worth of food a year. 

3. Our country protects the birds. 

4. A cherry bird eats 100 cankerworms in a day. 

5. A scarlet tanager eats 630 gypsy moths in a day. 

6. Birds deserve an occasional dessert of berries. 

7. Birds also eat the seeds of weeds. 

8. An owl kills 1000 mice in a year. 

9. Birds save grain and trees. 
10. We build houses for the birds. 

136. Irregular Verb Forms. To use a verb in all the tenses, 
active and passive voice, without mistakes, it is necessary to 
know the different forms of the verb. Count how many 
different forms of eat are used in the following active voice : 



Common Form 

_, f The owl eats mice. 

Present. rr , . . 

[The owls eat mice. 



Past. The owl ate mice. 

Future. The owl will cat mice. 
Pres. Perf. The owl has eaten mice. 
Past Perf. The owl had eaten mice. 
Future The owl will have eaten mice. 

Perfect. 

The forms eat, eats, eating, ate, and eaten are necessary to 
make the different tenses. 

1. Eat is the simple form of the verb. 



Progressive Form 
J The owl is eating mice. 
I The owls are eating mice. 
The owl was eating mice. 
The owl will be eating mice. 
The owl has been eating mice. 
The owl had been eating mice. 
The owl will have been eating 
mice. 



PRINCIPAL PARTS OF VERBS 



345 



2. Eats is the form with the ending s. It is always present 
tense, third person, singular. 

3. Eating is the present participle, used with the forms of 
the verb to be to make the progressive form (continuing action) , 
in all the tenses, persons, and voices. 

4. Ate is the past tense form. 

5. Eaten is the past participle form, used with have, has, 
had, am, is, are, was, were, etc., to form the perfect tenses and 
the passive voice. 

The three forms that you must know for any verb, in order 
to conjugate it correctly, are : 

Present, or simple; form, eat 
Past tense. ate 

Past participle. eaten 

These three forms are called the principal parts. 

Remember : The present, past tense, and past participle are 
called the principal parts. 
You must know the principal parts of a verb in order to use 
it correctly. 
An Exercise. Memorize the forms of the verbs in the 
following list : 



Present 


Past 


Present Perfect 


Present 


Past 


Present Perfect 


am 


was 


have been 


bind 


bound 


have bound 


awake 


awoke 


have awaked 


bite 


bit 


have bitten 


bear {carry) 


bore 


have borne 


bleed 


bled 


have bled 


bear {pro- 


bore 


have borne 


blow 


blew 


have blown 


duce) 






break 


broke 


have broken 


begin 


began 


have begun 


breed 


bred 


have bred 


bend 


bent 


have bent 


bring 


brought 


have brought 


bid {order) 


bade 


have bidden 


build 


built 


have built 


bid {offer) 


bid 


have bid 


burst 


burst 


have burst 



346 



PROTECTING THE BIRDS 



Present 


Past 


Present Perfect 


Present 


Past 


Present Perfect 


buy 


bought 


have bought 


hide 


hid 


have hidden 


cast 


cast 


have cast 


hit 


hit 


have hit 


catch 


caught 


have caught 


hold 


held 


have held 


choose 


chose 


have chosen 


hurt 


hurt 


have hurt 


cling 


clung 


have clung 


keep 


kept 


have kept 


come 


came 


have come 


kneel 


knelt 


have knelt 


cost 


cost 


have cost 


knit 


knit 


have knit 


creep 


crept 


have crept 


know 


knew 


have known 


cut 


cut 


have cut 


lay 


laid 


have laid 


deal 


dealt 


have dealt 


lead 


led 


have led 


dig 


dug 


have dug 


leave 


left 


have left 


do 


did 


have done 


lend 


lent 


have lent 


draw 


drew 


have drawn 


let 


let 


have let 


drink 


drank 


have drunk 


lie {re- 


lay 


have lain 


drive 


drove 


have driven 


cline) 






dwell 


dwelt 


have dwelt 


lose 


lost 


have lost 


eat 


ate 


have eaten 


make 


made 


have made 


fall 


fell 


have fallen 


mean 


meant 


have meant 


feed 


fed 


have fed 


meet 


met 


have met 


feel 


felt 


have felt 


pay 


paid 


have paid 


fight 


fought 


have fought 


put 


put 


have put 


find 


found 


have found 


quit 


quit 


have quit 


flee 


fled 


have fled 


read 


read 


have read 


fling 


flung 


have flung 


rid 


rid 


have rid 


fly 


flew 


have flown 


ride 


rode 


have ridden 


forget 


forgot 


have forgotten 


ring 


rang 


have rung 


freeze 


froze ' 


have frozen 


rise 


rose 


have risen 


get 


got 


have got 


run 


ran 


have run 


give 


gave 


have given 


say 


said 


have said 


go 


went 


have gone 


see 


saw 


have seen 


grind 


ground 


have ground- 


seek 


sought 


have sought 


grow 


grew 


have grown 


sell 


sold 


have sold 


hang 


hung 


have hung 


send 


sent 


have sent 


have 


had 


have had 


set 


set 


have set 


hear 


heard 


have heard 


shake 


shook 


have shaken 



IRREGULAR VERB FORMS 



347 



Present 


Past 


Present Perfect 


Present 


Past 


Present Perfect 


shed 


shed 


have shed 


steal 


stole 


have stolen 


shine 


shone 


have shone 


stick 


stuck 


have stuck 


shoe 


shod 


have shod 


sting 


stung 


have stung 


shoot 


shot 


have shot 


strike 


struck 


have struck 


show 


showed 


have shown 


strive 


strove 


have striven 


shrink 


shrank 


have shrunk 


swear 


swore 


have sworn 


shut 


shut 


have shut 


sweep 


swept 


have swept 


sing 


sang 


have sung 


swim 


swam 


have swum 


sink 


sank 


have sunk 


swing 


swung 


have swung 


sit 


sat 


have sat 


take 


took 


have taken 


slay 


slew 


have slain 


teach 


taught 


have taught 


sleep 


slept 


have slept 


tear 


tore 


have torn 


slide 


slid 


J have slidden 
[have slid 


tell 


told 


have told 


think 


thought 


have thought 


sling 


slung 


have slung 


throw 


threw 


have thrown 


slink 


slunk 


have slunk 


thrust 


thrust 


have thrust 


slit 


slit 


have slit 


wear 


wore 


have worn 


sow 


sowed 


have sown 


weave 


wove 


have woven 


speak 


spoke 


have spoken 


weep 


wept 


have wept 


spend 


spent 


have spent 


wet 


wet 


have wet 


spin 


spun 


have spun 


win 


won 


have won 


spit 


spit 


have spit 


wind 


wound 


have wound 


spring 


sprang 


have sprung 


wring 


wrung 


have wrung 


stand 


stood 


have stood 


write 


wrote 


have written 



A Baseball Verb-form Match. The teacher will give the 
first form of one of the verbs on pages 345 to 347, and 
the pupil " at bat " will give the two other forms. (See 
page 47.) 

Finding Information. You can find out about birds in two 
ways : (1) by reading or talking about them and (2) by going 
out and observing them for yourself. 

Take a walk within the next. few days, especially to observe 
birds. Keep notes of what you see. 



348 PROTECTING THE BIRDS 

If you cannot get out to observe, read about birds at the 
library. Take notes of what you read. 

137. Planning a Community Campaign for Birds. Discuss 
the different things that could be done by boys and girls, 
grown-up people, and even the public authorities, at their 
homes, on their farms, in orchards, in public parks, and on 
the streets to aid the birds. What are the enemies of birds? 
Why should birds be protected ? 

Writing a Letter. Write a business letter to the editor of a 
local paper, making an appeal for people of the community to 
help the birds. Give reasons. Give definite suggestions of 
things to do. Ask the editor to publish the letter in the local 
paper. 

Make an envelope and address it. The best letter will be 
sent for publication in the local paper. 

138. A Pronunciation Drill. Pronounce the following words 
to show the difference between per and pre. 

persuade perhaps perplex pervade perform, 

presume precede pretend predict preside 

A Talk to the Class. Make a speech in favor of the birds. 
Pretend that you are addressing a civic organization of your 
community. 

139. Writing a Report. You have taken notes of what 
you saw on your walk to observe birds or of what you read 
about them at the library. Scan these notes carefully, and 
make them as complete as possible. Rearrange your notes 
as an outline. Be sure that your outline has unity and good 
arrangement. 

Write up your notes as a composition. 
Read your reports aloud in the class period. 



A BIRD-SAVING EXHIBIT 



349 




a «« m 



140. A Bird-saving Exhibit. 

Bring to class your bird boxes 
for an exhibit. Discuss their 
strong and weak points. The 
president of the Junior Civic 
League will appoint a committee 
to take the boxes down to the 
store where they are to be ex- 
hibited. When the bird box is 
returned to you, put it up for a 
bird to use, and watch what 
happens. 

Tell how bird baths and bird 
shelters can be made. 

Tell how suet can be used. 

Tell how peanuts can be strung 
on a thread for the birds' delight. 

What other suggestions can 
you give? 



■=^tl*i 




PROJECT 35. HOLDING A CLEAN-UP 
CAMPAIGN 



141. Preparing for a Clean-up Campaign. In spring or 
fall people should see that their houses, yards, streets, and 
community are in good order. A Junior Civic League should 
make it part of their work. 

How does your community provide ways to clean up ? 
How are the streets kept clean in winter ? in summer ? How 
can you help to keep the city clean ? 

How is your school kept clean? What can you do to 
help to keep desks, schoolroom, corridors, and the school 
yard clean? 

How do people clean house? What can be done to clean 
back yards, cellars, and attics? If you know 01 vacant 
lots that seem to be nobody's business, see whether you 
can clean them up, for they are " eyesores " to the com- 
munity. 

142. A Humming Game. Divide the class into three 
sections, each to hum part of a chord : high, medium, or low. 
Hum m ; then open the lips and continue humming. 

A Talk to the Class. Tell (j) what you can do to clean up 
your own yards, (2) places that need cleaning up, or (j) how 
you can help the city to keep clean. 

143. Handwork. Prepare a poster of Manila paper or 
cardboard with an appropriate drawing to make people 
enthusiastic over Clean-up Week. Color the drawing or 
use cut-out pictures. Underneath it print a good slogan. 

The best posters will be exhibited. 

Writing a Letter. Write a business letter to the principal 
of another school, asking to have exchange exhibits of 
" Clean-up " posters. 

35° 



USE OF SHALL AND WILL 351 

144. The Use of Shall and Will. There are three chief 
uses for shall and will : 

1. The future tense is formed by using the present form 
of the verb with shall or will; as, 



re with Shall 


Future with Will 


I shall 


you will John will 




he will the boy will 


we shall 


she will the boys will 




it will (with all 




they will noun subjects) 



Wherever you have the future meaning, you can substitute 
some form of " am going to " ; as, "I shall be here " ("I 
am going to be here ")■ 

2. Observe how shall and will are used in the following 
sentences, where they do not have the future meaning. 
What meaning do they have ? 

1. / will go at once — I promise. 

2. You shall go at once, for I'll make you go. 

3. "He shall go to school," insisted his mother. 

4. "We will be there at nine," promised the boys. 

5. You shall not go to town - — you must stay here. 

6. "They shall return the books," pledged the father. 

7. John shall stay. 

8. The boys shall be rewarded for their heroism. 

Here you find the use of shall and will reversed. Will is 
used with / and we, and shall is used with all the other subjects, 
just the opposite of the future tense. " I will " and " we will " 
express a promise or pledge made by myself or ourselves. 
" You shall," " he shall," " they shall," or " John shall " is 
also a promise or a pledge, but it is made about some one else 

BOL. ADV. EV. ENG. — 2± 



352 HOLDING A CLEAN-UP CAMPAIGN 

by the person speaking. It is like a command. The verb 
here has the idea of intention, determination, or threat. 
3. Observe the following questions and answers: 

1. Shall I go with you? (First person) 

2. Will you be here early ? I will. (Promise) 

3. Will it clear soon? It will. It is going to. (Future) 

4. Shall you be at home to-night ? I shall be at home. (Future) 

In the second, third, and fourth sentences you have used in 
the questions the auxiliaries expected in the answers. That 
is the rule with questions. 

Remember : 1. To express the future with I and we as sub- 
jects, use shall; with all other subjects, use will. 

2. To express a promise, a pledge, a command, a determina- 
tion, or a threat in the mind of the speaker, use will with 
I and we, and shall with all other subjects. 

3. In all questions with I and we as subjects, use shall (not 
u will"). In questions with other subjects than I and 
we, use- the form that you expect in Uie answer. ■ 

An Exercise. Supply the correct forms in the following 
sentences and tell why you chose them : 

1. Help ! I (will, shall) fall unless some one (shall, will) aid me. 

2. Let me go ! You (will, shall) not detain me. I want to 

go! 

3. (Will, shall) you surely be at home to-night? 

4. It (will, shall) rain. You (will, shall) take an umbrella. 

5. You (will, shall) go, even if I have to take you myself. 

6. (Shall, will) I weed the garden ? 

7. I (will, shall) be glad to see you do clean-up work. 

8. We (will, shall) clean the lot without fail. 

9. It (shall, will) snow before we finish. 



WRITING A REPORT 



353 



10. To-morrow (shall, will) be my birthday. 

ii. The flowers (shall, will) be wilted by to-morrow. 

12. Tom (shall, will) clean the back yard. He must. 

145. Ways and Means of Cleaning Up. The following 
selection is a description of weeding. The topics are : 

I. Description of place of work 
II. What weeding consists of 
III. Request to know "how" 

Turnip Hoeing 

The turnip field is laid out in a series of drills, a drill being a 
long ridge of earth some six inches in height, some eight inches 
broad on the top and twelve at the base. Upon each drill the 
seed has been sown in one continuous line from end to end of the 
field. When this seed has grown, each drill will show a line of 
delicate green, this line being nothing less than a compact growth 
of young turnip plants with weeds more or less thickly interspersed. 

The operation of hoeing consists in the elimination of the 
weeds and the superfluous turnip plants, in order that single 
plants free from weeds may be left some eight inches apart, in 
an unbroken line .extending the whole length of the drill. 

"Oh, shucks!" replied Tim, "turnip-hoeing is as easy as 
rolling off a log if you know how to do it." 

"Exactly!" cried Cameron. "But that is what I don't. 
You might give me some pointers." 

Ralph Connor * 

Writing a Report. Divide the class into twelve committees, 
each to take one of the subjects at the top of page 354. With 
the above selection as a model, outline ideas for three para- 
graphs. Write the report. 

* From "Corporal Cameron" by Ralph Connor. Copyright, 191 2, George H. 
Doran Company, Publishers. 



354 HOLDING A CLEAN-UP CAMPAIGN 

i. Cleaning streets 7. Weeding the garden 

2. Cleaning the yard 8. Cleaning the playground 

3. Cleaning house 9. Trimming trees 

4. Cleaning a desk 10. Getting rid of trash 

5. Cleaning the classroom 11. Repairing fences 

6. Cleaning vacant lots 12. Painting to preserve 

146. Things that Beautify. The following selection is part 
of a well-known oration. Discuss it sentence by sentence : 
Grass 

1 Lying in the sunshine among the buttercups and dandelions 
in May, scarcely higher in intelligence than the minute tenants 
of that mimic wilderness, our earliest recollections are of grass ; 
and when the fitful fever is ended and the foolish wrangle of the 
market and forum is closed, grass heals over the scar which our 
descent into the bosom of the earth has made, and the carpet 
of the infant becomes the blanket of the dead. 

2 Grass is the forgiveness of nature — her constant benediction. 
3 Fields trampled with battle, saturated with blood, torn with 
the ruts of cannon, grow green again with grass, and carnage 
is forgotten. 4 Streets abandoned by traffic become grass-grown 
like rural lanes and are obliterated. 5 Forests decay\ harvests 
perish, flowers vanish, but grass is immortal. 6 Beleaguered 
by the sullen hosts of Winter, it withdraws into the impregnable 
fortress of its subterranean vitality and emerges upon the first 
solicitation of Spring. 7 Sown by the winds, by the wandering 
birds, propagated by the subtle agriculture of the elements which 
are its ministers and servants, it softens the rude outline of the 
world. 8 It bears no blazonry of bloom to charm the senses 
with fragrance or splendor, but its homely hue is more enchant- 
ing than the lily or the rose. 9 It yields no fruit in earth or air, 
and yet, should its harvest fail for a single year, famine would 
depopulate t he world. John J. Ingalls * 

*From "Essays, Addresses, and Orations of John J. Ingalls," published by the 
Franklin Hudson Publishing Company. 



COMMITTEE REPORTS 355 

It is not enough merely to clean up. People should try 
to beautify their houses, yards, and streets. Even grass, 
homely and insignificant, plays a vital part in making the 
earth a livable place. 

What other things beautify our surroundings? What 
things can beautify a room, a house, a yard, a street, a play- 
ground, a schoolhouse, a classroom? 

147. An Expression Drill. Practice reading John J. In- 
galls's oration on " Grass " aloud at home. Enunciate each 
word carefully. Bring out the full meaning of each sentence. 
Then read it aloud to some one at home. 

A pupil will be selected to read it to the school. 

A Talk to the Class. Tell how to beautify or make more 
pleasant : (a) your room at home, (b) your yard, (c) the 
classroom, or (d) your neighborhood. 

148. Committee Reports. Using the report you wrote 
on page 353 as a basis, now add to your topic an outline of 
ways to beautify or make more desirable. Write this part of 
the report as a continuation of the original report. 

Read aloud all the papers prepared by the different com- 
mittees. The class will listen closely and point out good points 
or offer suggestions for improvement. 

Voting for the Best. After each set of reports is read, write 
down the name of the member of the committee who you think 
had the best report. You will thus write twelve names, one 
for each committee. 

The president of the Junior Civic League will appoint two 
pupils as tellers to count the votes with him after school and 
find out who is the winner on each committee. 

The list of twelve winners will be posted in the corridor 
for the rest of the school to see. 



356 HOLDING A CLEAN-UP CAMPAIGN 

149. Correct Use of Verbs. Many mistakes are made 
in the use of verbs. Review the following rules : 

Agreement of the Verb with its Subject 

1. Do not use don't with a singular verb. Say, " He, she, 
it doesn't " (not " He don't "). 

2. Use were with you, whether speaking of one person or 
several persons. Say, " You were " (not " You was "). 

3. Two subjects separated by and usually take a plural 
verb ; as, " He and I were there " (not " He and I was 
there ")• 

4. Subjects connected by or or nor require a singular 
verb ; as, " Either he or I was right " (not " He or I were 
right"). 

5. If a sentence begins with " There is," a singular subject 
must follow ; as, " There is a reason " (not " There is 
reasons "). 

6. A singular subject takes a singular verb even when 
something intrudes between the subject and the verb ; as, 
" The election of officers was (not " were ") reported to the 
teacher." 

7. Titles of books are written with singular verbs; as, 
" Stockton's ' The Casting Away of Mrs. Leeks and Mrs. 
Aleshine ' is (not " are ") a delightful book." 

8. The pronouns each, every one, no one, many a, either, 
and neither require singular verbs ; as, " Each of the girls 
was (not " were ") present." 

9. A collective noun requires a singular verb if the group 
is considered as a whole; as, "The club was adjourned." 
It takes a plural verb, if considered as individuals ; as, " The 
congregation were debating the matter among themselves." 



CORRECT TENSE FORMS OF THE VERB 357 

Correct Tense Forms of the Verb 

10. The verbs climb, drag, dive, hang (execute), heat, and 
prove are regular. Say climbed, dragged, dived, hanged, heated y 
and proved for the past tense. 

11. The past participle, which is used to form the perfect 
tenses, should not be used for the past tense of the active voice. 
Say, "He did it" (not "done it"), "He saw it" (not 
"seen it"). 

12. When an action is regarded as completed, use the per- 
fect tenses ; as, " I have studied my lesson," or " By eight 
o'clock they had gone." 

13. Keep the same tense in telling a story. 

14. There are three principal tenses that indicate action 
going on (in the present, the past, or the future), and three ^ 
secondary tenses that indicate action as completed (in the 
perfect tenses). 



Principal Tenses 
(Action going on) 

Present 

Past 

Future 



Secondary Tenses 

(Completed action) 

Present Perfect 
Past perfect 
Future perfect 



If you use a principal tense in the principal clause, you should 
use the corresponding perfect tense in the subordinate clause ; 
as, 

I go because I have been called. (Present and present perfect) 

I went because I had been called. (Past and past perfect) 

I shall go because I shall have been called. (Future and future perfect) 

15. Do not use " of " for " have." Say, " I may have 
gone " (not " may of gone "). 



358 HOLDING A CLEAN-UP CAMPAIGN 

An Exercise. Supply the correct forms in the following 
sentences, and give the rule for each : 

i. The English club (were, was) organized early in the year. 

2. "The Three Musketeers" (is, are) an interesting book. 

3. There is for everybody some (comrades, comrade) with 

whom to do things. 

4. Either Margaret or Mildred (were, was) right. 

5. You and he (was, were) there. 

6. He thought that you (was, were) absent. 

7. She has (broken, broke) the dish. 

8. His mother (hung, hanged) his clothes in the closet. 

9. By noon I (have, had) studied my algebra. 
10. She came because she (has, had) been invited, 
n. They must (have, of) gone home. 

12. Many a man (has, have) worked (their, his) way up the 

ladder of success. 

13. Neither Helen (or, nor) Agnes (were, was) at home. 

14. The appointment of the officers (were, was) delayed. 

15. He and I (was, were) in the room together. 

16. William (don't, doesn't) like trash in his yard. 

17. The team (was, were) arguing among themselves. 

18. Either John (nor, or) Alfred (were, was) present. 

150. Exhibit of "Clean-up" Posters. Bring to class 
the posters that were made on page 350. Place them around 
the room or hold them up for everybody to see. 

Discuss the good points of each. Make suggestions for 
improvements. 

Writing a Letter. Write a letter to your teacher, telling 
which poster you wish to vote for as the best. Give reasons. 

A committee from the Junior Civic League will meet the 
teacher after school to read the letters and pick out the five 
letters that give the best reasons. 





PROJECT 36. PLANNING A HOME 



151. What the Upkeep of a House Means. A budget is 
an estimate of the relative amount of money a person, a 
family, a corporation, or even a government will spend for 
different types of things in a year. It is now recognized as the 
best way by which people can regulate expenses and attain 
prosperity. 

Imagine that the class has a family of five for whom to 
make a budget. These may be a father, a mother, a boy of 
fourteen, a girl of thirteen, and a baby of one year. Make 
up names for the family. 

The first thing to decide is what things they will need in 
order to live in your community. 

What will they need to keep them alive ? 
What will they need to have shelter ? 
What will they need to keep them warm ? 

Discuss house, food, and clothing. The money that the 
father earns each month is 100 per cent of his earnings. What 
per cent of it should go for rent or taxes ? what per cent for 
food ? what per cent for clothes ? 

Should the entire 100 per cent of his earnings be used for 
these three things? Why not? For what else must a man 
save money each month ? 

What is meant by " living beyond one's means " ? Give 
instances of it. 

Making an Outline. Make an outline of the chief things 
that would have to be considered in making a family budget. 

Reread the above topic to see whether you have mentioned 
all the important things. 

359 



360 PLANNING A HOME 

152. An Enunciation Game. Draw a checkerboard and 
write nine words with final ing in the spaces. Pronounce up 
and down, across, and diagonally. 

A Talk to the Class. Tell the class what relative proportions 
you think a family should use to form a budget for the following 
family expenses : 

1. Rent or taxes 3. Food 5. Amusement 7. Savings 

2. Clothing 4. Charity 6. Sickness 8. Insurance 

153. Pets in the Home. Turn to the newspaper item on 
page 185 for the story of a dog's heroism. Then* read the 
sequel : 

DOG REWARDED FOR RESCUE 

Masterpiece in Collars Made Here for Newfoundland " Hero " 

1 There did not seem to be a collar in the 
world that might fittingly be worn by Hero, 
so a masterpiece in canine neckwear was 
wrought for him by hand. Hero is the part- 
wolf sledge dog who saved the lives of ninety- 
two persons when the Ethie was shipwrecked 
off Martin's Point, Newfoundland, last Decem- 
ber. He carried a cable from the vessel to land through a sea 
in which no craft dared venture. 

2 As a reward, the American Anti- Vivisection Society and its 
associated humane societies in Philadelphia decided to present 
him with the finest collar ever worn by a dog. A massive collar 
was hand-wrought of the finest silver and leather in the jewelry 
workshop of one of the large Philadelphia stores. 

3 The dwellers in the hamlet of Bonne Bay, Newfoundland, 
are preparing for a gala event when the collar is sent to Hero's 
master. 

The Public Ledger 




WRITING A BUDGET 361 

What does vivisection 2 mean ? humane 2 ? Tell the full 
story of Hero. 

Which animals make good pets for a growing family of 
children ? How should a pet be treated ? Tell how pets have 
guarded the home or have served their owners in time of 
danger. 

Writing a Letter. Write a letter to your father, telling 
about planning a budget for a family of five, which you will 
inclose in the letter. 

Make an envelope and address it. 

154. Writing a Budget. Look over the outline of the 
budget that you have planned on page 359 and see whether 
you can improve it. Write it up in as many paragraphs as 
you have main topics. In each paragraph give the reason 
why you suggest a certain per cent. Tell what are included 
in the topics discussed : 



Rent or taxes 


Amusements 


Clothing 


Sickness 


Food 


Savings 


Charity 


Insurance 



Inclose the budget in the letter to your father (or parent or 
guardian). Take the letter home for him to read. . Then 
bring it back. 

Handwork. Make a poster of a family budget. To make 
more emphatic the different things for which a family needs 
money either find pictures to illustrate them or draw and 
color pictures of them. Print the eight names with large 
letters. 

155. Correct Use of Verbs. Review the rules on pages 
356 and 357. Make up two sentences to illustrate each rule. 




362 PLANNING A HOME 

156. Preservation of the Home a Civic Duty. A com- 
munity is made up of families, and each family means a home 
of some kind. The following selection gives the opinion of 
a farsighted American statesman about the importance of 
guarding the American home. 

The American Family 

1 No nation can be great unless its sons and daughters 
have in them the quality to rise level to the needs of 
heroic days. 2 No army was ever great unless its soldiers 
possessed the fighting edge. 3 So likewise the citizen- 
ship of any country is worthless unless in a crisis it 
shows the spirit of the two million Americans who in this mighty 
war have eagerly come forward to serve under the banner of the 
Star, afloat and ashore, and of the other millions who would now 
be beside them over seas if the chance had been given them. 
4 And yet such spirit in the long run avails nothing unless in the 
years of peace the average man and the average woman of the 
duty-performing type realize that the highest of all duties is 
the duty of perpetuating the family life, based on the mutual love 
and respect of the one man and the one woman and on their 
purpose to rear the healthy and fine-souled children whose coming 
into life means that the family — and therefore the nation — 

shall continue in life. 

Theodore Roosevelt * 

Show that a mere house does not make a home. What else 
is needed ? 

Roosevelt had the art of coining striking phrases. What 
are " the needs of heroic days l "? Show that we can have 
them in times of peace as well as in times of war. How is 



♦From Theodore Roosevelt's "The Great Adventure," published by Charles Scrib- 
ner's Sons. 



AN EXPRESSION DRILL 363 

family life perpetuated from generation to generation ? How 
have families spread throughout the country ? Why is respect 
as important as love in founding a home ? 

Can you think of a better ideal for a father and a mother to 
have in bringing up their children than to make them " healthy 
and fine-souled 4 " ? What things will make children healthy ? 
What is the meaning of " fine-souled 4 " ? Mention several 
things that make boys and girls cheap and coarse — not 
fine-souled. 

My Mother 

She was as good as goodness is, 

Her acts and all her words were kind, 

And high above all memories 
I hold the beauty of her mind. 
Frederic Hentz Adams in American Motherhood 

Which words apply to some one who is " fine-souled " ? How 
do mothers preserve the spirit of the home ? 

Writing a Summary. Tell in your own words what Roose- 
velt says of the home. 

157. An Expression Drill. Think about the following poem 
by Alfred Tennyson. Look up crannied in the dictionary. 
Practice reading the poem at home until you bring out all 
the meaning. Speak as if talking to the flower. Memorize this 
poem or the one above. 

Flower in the crannied wall, 
I pluck you out of the crannies ; 
Hold you here, root and all, in my hand, 
Little flower — but if I could understand 
What you are, root and all, and all in all, 
I should know what God and man is. 



364 PLANNING A HOME 

A Talk to the Class. Divide the class into five teams, or 
committees, each to tell how one of the following adds comfort, 
pleasure, or beauty to a home : 

I. Music 2. Pictures 3. Flowers 4. Books 5. Pets 

158. Analysis. Analyze the following sentences : 

1. Alice and Margaret will visit Amy in her new home. 

2. There are many things of beauty in that room. 

3. Have you selected the furniture for the bedroom? 

4. Mary and William furnished their rooms differently. 

5. William wanted his room very plain, but Mary wanted her 

room decorated. 

6. Mary wanted pretty curtains and furniture covers in her 

room. 

7. She made the curtains out of some cretonne that her mother 

had. 

8. William fastened his fishing rods, his racquet, and his snow- 

shoes on one wall of his room. 

9. These things were fastened tightly to the wall so that they 

would not fall down. 
10. In one corner of her room Mary had a pretty little sewing 
stand that she made out of a discarded box. 

II. Have you made anything for your room?. 

12. Make something out of a discarded box. 

13. There are many clever people who can do such things. 

14. Look at what I have made. 

15. Is it not pretty? 

16. Where did Mary get her pretty cretonne? 

17. Her mother had put it into the scrap bag, but Mary found it. 

18. I love my room ! 

159. The Spirit of Neighborliness. A home cannot live 
unto itself alone. The best kind of home recognizes the 
obligations and pleasures of neighborliness. 



STUDY OF A POEM 365 

Thanksgiving 
1 1 thank thee, Lord, that I am straight and strong, 
With wit to work and hope to keep me brave, 
That threescore years, unfathomed, still belong 
To the allotted life thy bounty gave. 

2 1 thank thee that the sight of sunlit lands 

And dipping hills, the breath of evening grass, 
The rush of tides and flowers in my hands 
Can give me daily gladness as I pass. 

3 I thank thee that I love the things of earth, 
Ripe fruits and laughter, lying down to sleep, 
The shine of lighted towns, the graver worth 
Of beating human hearts that laugh and weep. 

4 1 thank thee that as yet I need not know, 
Yet need not fear, the mystery of the end ; 
But more than all, and though all these should go — 

Dear Lord, thus on my knees ! — I thank thee for my friend. 
Juliet Wilbor Tompkins 

Find the things for which the poet gives thanks. What 
could you add to these? 

For what are you most grateful in your home? in your 
community life ? 

Writing a Letter. Write a letter to your mother. (1) In 
it quote a poem that you like. (2) Tell how she helps you at 
home. Try to show that you appreciate all that she is doing 
for your home. (3) Invite her to come to your program 
to-morrow. 

Make an envelope and address it. Deliver the letter. 

160. Exhibit of Posters. Bring to class your Budget 
Posters and put them up where everybody can see them. 



366 



PLANNING A HOME 



Giving a Program in a Class Period. For the following 
program the president of the Junior Civic League will preside. 
The League will vote by secret ballot for the best recitation, 
the best declamation, and the best story retold. Divide these 
among the class. 



PROGRAM 
the LANGUAGE PLEDGE (Page 196) The class 

RECITATIONS. 1. Trees (Page 218) 

2. Frost Work (Page 250) 

3. The Secrets of Spring (Page 251) 

4. I made them lay their hands in mine (Page 260) 

5. Opportunity (Page 294) 

6. / Dreamed in a Dream (Page 311) 

7. The Red Cross Spirit Speaks (Page 2,2>2>) 

8. My Mother (Page 363) 

9. Flower in the Crannied Wall (Page 363) 

10. Thanksgiving (Page 365) 

11. The Boy Who Recommended Himself (Page 292) 

12. A Boy Scout's Heroism (Page 20) 

13. A Dog's Heroism (Pages 185 and 360) 

14. Roosevelt : The Great Adventure (Page 270) 

15. Ingalls : Grass (Page 354) 

16. Roosevelt : The American Family (Page 362) 

THE FLAG SALUTE The class 



STORIES RETOLD. 



DECLAMATIONS. 






PROJECT 37. CELEBRATING AMERICAN 
DAY 



161. How to be a Good American. The Junior Civic 
League is interested in making good Americans. To be 
a good American is it necessary to have been born in this 
country ? 

Read what Roosevelt said about our being good Ameri- 
cans: 

1 The only man who is a good American is the man who is an 
American and nothing else. 2 1 appeal to history. 3 Among 
the generals of Washington in the Revolutionary War were 
Greene, Putnam, and Lee, who were of English descent ; Wayne 
and Sullivan, who were of Irish descent; Schuyler, who was 
of Dutch descent, and Muhlenberg and Herkimer, who were of 
German descent. 4 But they were all of them American and 
nothing else, just as much as Washington. 5 Carroll, of Carroll- 
ton, was a Catholic; Hancock, a Protestant; Jefferson was 
heterodox from the standpoint of any orthodox creed ; but these 
and all the other signers of the Declaration of Independence 
stood on an equality of duty and right and liberty as Americans 
and nothing else. 

Theodore Roosevelt : Address on Americanism 

Look up the generals Greene, Putnam, Lee, Wayne, Sullivan, 
Schuyler, Muhlenberg, and Herkimer in your history text- 
book. If a name is not mentioned in the index, look in the 
encyclopedia for it. From what countries did these men 
come ? What does Roosevelt say about them ? What was a 
Tory ? 

What does Roosevelt say about Carroll, Hancock, and 
Jefferson ? 

BOL. ADV. EV. ENG. — 25 367 



368 CELEBRATING AMERICAN DAY 

Show that differences in nationality need not prevent 
people from becoming good Americans. 

Writing a Letter. Write a letter to a veteran of one of our 
wars, inviting him to be present when you give your Ameri- 
can Day program in a class period (page 374). Compare 
your letter form with the model on page 201 . 

Make an envelope and address it. The best letter will be 
sent. 

162. Finding Information. Find out from what countries 
of Europe, or sections of the United States, the original settlers 
of your state and community came. Were there any promi- 
nent leaders among them? Who were they? 

When was the first settlement made in your state? When 
was your city or the city nearest to you founded ? 

In what part of your state do foreigners settle to-day? 
In what work are they largely engaged? Do most of them 
learn English and take out naturalization papers ? 

How can you help the foreigner, or the alien ? 

How can foreign boys or girls in our schools help their 
fathers and mothers to become good Americans ? 

How can American boys and girls help the foreign-born 
boys and girls to be good Americans ? 

163. An Expression Drill. At home practice reading 
Roosevelt's speech on Americanism on page 367. First 
pronounce each word slowly and distinctly. Then lightly 
underline the subordinate clauses and read them more rapidly 
than the other parts. Consider which you think are the most 
emphatic words in each sentence ; as, the word only in the first 
sentence. 

A pupil who has memorized the speech may volunteer to 
declaim it at the opening exercises. 



REMINDERS IN SPEAKING 369 

A Talk to the Class. Tell the class either (1) how your state 
came to be settled and by whom, or (2) the most important 
leaders in the settlement of your state. 

A committee of three pupils will serve as policemen to sit 
in the back of the room and rise quietly if they cannot hear 
you speak. 

Reminders 

1. Stand erect on both feet. 

2. Look into the faces of all your audience, not a few. 

3. Emphasize your points by gestures, if they come naturally. 

4. Speak as if you were heartily interested in every word you say. 

164. Writing a Historical Article. Write an outline, giv- 
ing the facts about the settlement of your state : 
1. When it was started. 
77. Where settlements were made, in order of date. 

777. By whom it was settled, with nationalities and 
leaders. 

Write a composition based upon the outline. These facts 
are so woven together that you cannot paragraph to follow 
the outline. Will you have one paragraph or several para- 
graphs? The facts in your outline will help you to decide 
that. 

Make an appropriate title. 

Correcting a Composition. Criticize (1) the handwriting; 

(2) the margin and the general appearance of the paper; 

(3) the paragraphing — a definite topic for each paragraph ; 

(4) the spelling ; (5) the sentence structure — enlarging 
periods and observing the types of sentences ; (6) the punc- 
tuation ; and (7) the grammar. 

Copy the corrected composition. 



370 CELEBRATING AMERICAN DAY 

165. Participles. Observe the following sentences : 

1. The American, voting at the polls, becomes a power. 

2. A man, educated intelligently, becomes a power. 

Here we have two words — " voting " and " educated " — 
formed from the verbs " vote " and " educate." Although 
they are verbs, they are used partly as adjectives, for " voting " 
modifies " American " and " educated " modifies " man." 
These words, which are half adjective and half verb, are called 
participles. 

There are three forms of the participle in the active voice : 

Active Voice 
Present participle. Voting, educating, running 
Past participle. Voted, taught, seen, gone 
Perfect participle. Having voted, having seen 

The present participle is always formed by adding ing to 
the simple form of the verb. 

The past participle of regular verbs is formed by adding ed 
or d to the simple form. The past participle of irregular 
verbs is formed irregularly as is shown on page 332. The 
irregular past participle may add such endings as t, en, or n 
to the simple form of the verb (as, " meant," " eaten," 
"seen"), or it may be an entirely different word; as, 
" taught," " found," and " torn." 

The perfect participle is formed, as the perfect tenses are, 
with the auxiliary " have," but the form " having " is com- 
bined with the past participle as its auxiliary ; as, "having 
gone." The perfect participle indicates that an action is 
completed. 

Compare the two sets of participles on page 371 and note 
how (b) differs from (a) . 



CORRECT USE OF PARTICIPLES 371 



Present participle 
Past participle . 
Perfect participle 



(a) Active Voice 
educating 

having educated 



(b) Passive Voice 

being educated 

educated 

having been educated 



Here we find five participles, two in the active voice and 
three in the passive voice. Since they are part adjective in 
their use, they must modify some noun or pronoun. The 
participles in the active voice represent this word as acting : 

1. The man, educating his son, 

2. The man, having educated his son, 

The participles in the passive voice represent this word as 
acted upon : 

3. The son, being educated at college, 

4. The son, educated at college, 

5. The son, having been educated at college, 

The participle must modify some word in the sentence. A 
common mistake is to use a participle without a word for it to 
modify; as, 



Hearing the fire alarm, we rushed to the scene. ("Hear- 
ing" modifies "we.") 
Wrong. Hearing the fire alarm, there was a rush to the scene. 
("Hearing" does not modify anything.) 

Remember : A participle must modify some word in the 
sentence. Avoid the dangling or misr elated participle. 

An Exercise : Correct Usage. (1) Form active and passive 
participles for the following verbs and use them in sentences : 
teach, catch, vote, read, naturalize, hurt, cook, wash, wake. 



372 CELEBRATING AMERICAN DAY 

(2) Point out the participles in the following sentences. 
Tell why each sentence is incorrect. Reword it so that each 
participle has a word to modify : 

1. Voting in the affirmative, the motion was carried. 

2. Riding as fast as possible, the horse was caught by the 

policeman. 

3. Knocking at the door, a request for lodging was made. 

4. Running over the field, a dead horse met their gaze. 

5. Reading more of the story, the plot pleased him. 

6. Riding over the desert, the sand impeded the horse's progress. 

7. Having called us to come, the train left. 

8. Coming down the stairs, the books were dropped. 

9. Entering the room, all looked dark. 

10. Practicing baseball each day, his playing became better, 
n. Thinking it of no use to argue, the matter was dropped. 
12. Leaning out of the window, the wind blew my cap off. 

166. An Exercise. Collect sentences with participles from 
other grammars and composition books. Underline each 
participle and be ready to tell : (7) what it modifies, 
(2) whether it is active or passive, and (3) which form of the 
participle it is. 

In class copy these sentences on the board and discuss them. 

167. How a Community Can Show Its Americanism. How 
can the foreigners in your community show respect for the 
flag ? How can you show it ? 

Who make your laws ? Who see that they are carried out ? 
How can you show your Americanism in regard to the laws? 
If a citizen does not approve of a law, does that excuse him 
for not obeying it ? What means should he take to show his 
disapproval and get rid of the law in a legitimate way ? 

Mention laws that are made for the good of all the people. 



A MESSAGE FOR FOREIGNERS 373 

Writing a Letter. Write a business letter to the principal 
of your school or to some one else equally competent, asking 
that he be present at your American Day program to serve 
as judge of the declamations and recitations. 

Make an envelope and address it. The best letter will be 
sent. 

168. An Expression Drill: Memory Work. Divide the 
recitations and declamations on page 374 among the class 
so that several pupils are assigned to the same recitation or 
declamation. Read them in class until you have the meaning 
clear. 

Memorize the recitation or declamation assigned to you. 
Practice saying it at home until you are familiar with it. 

169. Writing a Message for Foreigners. Outline ideas 
for an article of three paragraphs : 

I. The foreigner's attitude towards our flag. 

A. . . (Give subtopics) 

II. His attitude towards our laws 

A. . . (Give subtopics) 

III. His attitude towards our government 

A. . . (Give subtopics) 

Under each main topic give (1) the things that he should 
do, and (2) the things that he should not do. 

Write a message of three paragraphs, using as title " A 
Message to the Foreigner Living in America." Where can you 
use commands effectively? 

Phrase your suggestions so that they make good slogans. 
Close with a strong sentence. 

The best article will be selected to be sent to a local 
paper. 



374 



CELEBRATING AMERICAN DAY 



170. Honor Talks : Giving the Thoughts of Others. In a 

class period you will present the following program, which 
you have been working on for several days outside of school. 
The veteran, the person whom you invited to be present as a 
judge, and your teacher will sit in the back of the room and 
serve as judges. They will record the best for each number. 




PROGRAM 

the LANGUAGE pledge (Page 196) The class 

Union and Liberty (Page 2) 
The Country's Call (Page 102) 
Opportunity (Page 294) 
I Dreamed in a Dream (Page 311) 
5. Winthrop : How the Flag Speaks (Page 4) 

Choate : The Birthday of Washington (Page 106) 
Lincoln : The BirtJiday of Washington (Page 108) 
Witherspoon : There is a Tide (Page 139) 
King Albert's Message to His Army (Page 143) 
Sprague : Speech on the Indians (Page 163) 

11. Roosevelt : On Americanism (Page 165) 

12. Page: The American's Creed (Page 167) 

13. Lincoln : Advice to a Boy (Page 203) 

14. Roosevelt : The Great Adventure (Page 270) 

15. Roosevelt : The American Family (Page 362) 
ROLL CALL, (a) Washington's Rules of Conduct (Page 104) 

(b) Poor Richard's Sayings (Pages 284-287) 

THE FLAG SALUTE The class 

Announcement of Winners 



1. 
2. 
3- 

4- 

5- 
6. 
7- 
8. 

9- 

10. 




PROJECT 38. MAKING AN ADVERTIS- ...... 

ING BOOKLET FOR YOUR COMMUNITY 




A 



171. Developing Community Pride. Your Junior Civic 
League has the same work to do as a good Chamber of Com- 
merce, one important work of which is advertising the home 
town or community so that strangers will enjoy a stay with 
you or will want to make their homes in your community. 

One of the officers of the league will draw on the board 
before class a map of your state with rivers, mountains, and 
cities. He will place a cross at your community. 

Show on the map how strangers would come into your com- 
munity (r) from north of your state, (2) from south of it, 
(3) from east of it, and (4) from west of it. Would they come 
by railroad or by wagon road? On which roads would they 
come? Time tables would be of assistance. Mark on the 
map with colored chalk the main highways or railroads that 
strangers would use to come into your community. 

Writing a Letter. Outside of class write a letter to a pro- 
spective buyer of a house living away from your community. 
Begin it " Dear Stranger." Tell how your community is 
reached from some city (or other place) near the northern, 
southern, eastern, or western boundary of your state. 

Read your letter aloud to see whether your directions are 
accurate and clear. Improve the wording of the sentences. 
Rewrite the letter. The best letter will be chosen as Chapter I 
of your advertising booklet. (See page 385.) 

172. Building a Class Outline. If a stranger were investi- 
gating your community with the idea of settling there perma- 
nently, he would be very much interested in the outline on 
page 376. Why? 

375 



376 



MAKING AN ADVERTISING BOOKLET 



What to See in Our Community 



I. Public buildings 

A. Examples 

I . (Fill in examples) 
2 

B. Description of one 

I . (Till in details) . 

2 

II. Banks 

A. Examples 

I . (Fill in examples) 
2 

B. Description of one 

I. (Fill in details) . 
III. Stores and Markets 

A. Examples 

I . (Fill in examples) 

B. Description of one 

I. (Fill in details) . 
IV. Hotels 

A. Examples 

I . (Fill in examples) 

B. Description of one 

I. (Fill in details) . 

V. Churches 

A. Examples 

I . (Fill in examples) 

B. Description of one 

I . (Fill in details) . 



VI. Private buildings of note 

A. Examples 

I. (Fill in examples) 
2 

B. Description of one 

I. (Fill in details) . 

2 

VII. Educational facilities 

A. Different kinds 

I. (Fill in examples) 

2 

B. Description of one 

I . (Fill in details) . 
VIII. Amusements 

A. Different kinds 

I. (Fill in examples) 

B. Description of one 

I . (Fill in details) . 
I X. Industries 

A. Different kinds 

I . (Fill in examples) 

B. Description of one 

I . (Fill in details) . 
X. Natural advantages, or 
beauties 

A. Different kinds 

I . (Fill in examples) 

B. Description of one 

I . (Fill in details) . 



In the outline given above there are ten main topics, each of 
interest to a stranger and his family. There is provision for 
two paragraphs under each main topic. Sub topic A gives 
a list of examples, each numbered with Arabic numbers, for 



BUILDING AN OUTLINE 377 

which you are to fill in the important examples. This will 
make a summarizing paragraph. 

Subtopic B will be the second paragraph under each main 
topic. For this select one of the places mentioned in your 
summarizing list (the class voting for the one it wants) and 
write a paragraph of description. Give the location, the size, 
the shape, the materials, the general style, and any other 
details that would help the stranger to see the building. 

In class, discuss examples for each of the main topics. 
As these are given and approved by the class, the teacher 
will outline them on the blackboard. Under subtopic B for 
each main topic the teacher will rill in only the name of the 
building or thing chosen by the class for the description ; as, 
" The Merry ville Trust Company," for a bank. You yourself 
will complete the outline of the description of the part assigned 
to you outside of class. 

On the blackboard complete the outline, omitting the de- 
scription of the building, but giving the examples in full and 
mentioning the name of the building selected for description. 
Copy the outline for reference. 

Collecting Pictures. Collect post cards, kodak pictures, or 
newspaper pictures of places mentioned in the outline. Or 
draw a picture of the building that you describe later. The 
booklet is to be illustrated. 

173. An Enunciation Drill. Many people run syllables 
together. Practice pronouncing distinctly the name of your 
city, your county, or your state. 

A Talk to the Class. The class will be divided into five 
teams, each to describe one of the topics on the next page, 
using the outline on page 376 as a guide and completing 
the outline of the description. 



378 MAKING AN ADVERTISING BOOKLET 

To make your description accurate and complete, it would 
be well to walk past the building and make notes of it. If you 
cannot do this, the team should talk about it so that they can 
help one another. 

I. Public buildings III. Stores and IV. Hotels 

II. Banks markets V. Churches 

Reminders 
i. Give your summarizing paragraph or sentence first. 

2. Then think of a graceful sentence to introduce the description. 

3. Talk as if you wanted to convince a stranger. 

Voting for the Best. Cast your vote of approval by clapping 
softly, if your teacher permits, when a member of the league 
has given a particularly good summarizing sentence and 
description. Be discriminating; clap only for the best, not 
for friendship's sake. 

174. Writing an Advertising Booklet (continued) . Improve 
the outline of the part your team spoke about in the talk. 
Since you have heard the others in the class give their sum- 
maries and descriptions, you can improve yours. 

The teams will have as titles : 

I. Our Public Buildings III. Our Stores and IV. Our Hotels 

II. Our Banks Markets V. Our Churches 

Make two paragraphs : the first, the summary ; and the 
second, the description. Write only on one side of the paper. 

Correct your article, to make it as good as possible. Con- 
sider: (1) handwriting, (2) neatness, (3) punctuation 
(series?), (4) spelling, (5) sentence structure, and (6) gram- 
mar. Read each sentence aloud. Look at it closely. 

Rewrite your composition. The best composition in each 
team will be selected for the class advertising booklet. 



THE GERUND 379 

175. The Gerund. Observe the italicized words in the 
following sentences : 

1. The boy whistling noisy tunes was reproved. 

2. Whistling noisy tunes is forbidden. 

3. The teacher reproved his whistling noisy tunes. 

4. His whistling noisy tunes was objectionable. 

In the first sentence " whistling " is partly verb, for it has 
the object " tunes," and partly adjective, for it modifies the 
noun " boy." It is therefore a participle. 

In the second, third, and fourth sentences the word 
"whistling" is exactly the same in form as the participle in 
the first sentence. It is partly verb, for you can see that it 
also has the object " tunes," but it is also partly something 
else. It is not partly adjective. Where is it used as a 
subject? Where is it used as an object? 

In the second, third, and fourth sentences " whistling " is 
a gerund. A gerund is a verb form in " ing " used as a 
noun. 

In the third and fourth sentences observe that the gerund 
" whistling " is modified by the possessive adjective "his." 

1. She reproved his whistling noisy tunes, (not "him whis- 
tling") 

2. She did not like John's swimming each day. (not "John 
swimming") 

3. She liked his playing ball, (not "him playing") 

Remember : The gerund is a form of the verb ending in ing, 
which is partly verb and partly noun. It is a verbal 
noun. 
The gerund may be the subject or the object of a verb and at 
the same time have an object of its own. 



380 MAKING AN ADVERTISING BOOKLET 

Because the gerund is a verbal noun, it should always be 
preceded by the genitive case of a noun or by a possessive 
adjective; as, " John's going,''' " his going." 

An Exercise. In the following sentences tell which words 
are participles, which are gerunds, and which are only nouns : 

1. The league, thinking the plan good, voted affirmatively. 

2. The class did not like his doing the work alone. 

3. The president did not approve of George's speaking to the 

class. 

4. Taking kodak pictures was his hobby. 

5. Working to complete his poster was Alfred's aim. 

6. Having done their best, the class was satisfied. 

7. There was the flag, floating in the breeze. 

8. The class ceased working on their booklets. 

9. Crossing the street, we found the fog dense. 

10. Painting with water colors was Ruth's fad. 

11. John saw Tom toiling in the field. 

12. Writing compositions is fun when they are interesting. 

13. She bought a valuable painting. 

14. Thinking that the man was a friend, John approached him. 

15. His thinking the man a friend led to disaster. 

16. She took lessons in drawing. 

176. A Pronunciation Drill. Each pupil will collect words 
that he hears mispronounced during the next week and copy 
them on a corner of the blackboard. The class will review 
them during the week. 

A Talk to the Class. The class will be divided into five 
teams, each to describe one of the following, completing the 
outline on page 376. (See the top of page 378.) 

I. Private buildings III. Amusements V. Natural 

II. Educational facilities IV. Industries advantages 



DESCRIPTIONS 381 

Reminders. (See page 378.) 

177. Writing an Advertising Booklet {concluded). The 
five teams will improve the outline of the part each used for 
the talk. Since you have heard the others in the class give 
their summaries and descriptions, you can improve yours. 

The teams will have as titles : 

I. Private Buildings III. Our Amusements V. Our Natural 

II. Educational Facilities IV. Our Industries Advantages 

As in the other written composition, you will have two 
paragraphs. The first will be the summary, and the second 
will be the description of the one thing that the class has 
selected. Write only on one side of the paper. 

Read each sentence aloud. Look at it closely. Correct 
your composition by considering (j) the handwriting, (2) the 
neatness, (j) the punctuation (series, etc.), (4) the spelling, 
(5) the sentence structure, and (6) the grammar. 

Rewrite your composition. The best composition in each 
team's work will secure a winning place in the advertising 
booklet. 

178. Writing a Letter. In class write a second letter to a 
prospective buyer of a house, living outside of your community. 
This will be a letter to " follow up " the one that you wrote 
to him on page 375. Begin the letter " Dear Stranger." Tell 
him why people like to live in your community. Make an out- 
line of as many good reasons as possible. Write your letter. 

Revise your letter. The best letter will be selected for the 
advertising booklet. 

Handwork. Outside of class prepare a design for the cover 
of the booklet. Make it on cardboard or heavy paper, in the 
same size as your composition paper. Use Water colors or 



382 MAKING AN ADVERTISING BOOKLET 

crayons. Print on it " A Community Booklet " and " Pre- 
pared by 8 A Class, School — , (city), (state)." 

The best cover will be chosen for the class booklet. 

179. Infinitives. You have learned that the infinitive is 
the simple form of the verb introduced by' the word to ; as, 
" to run," " to play." 

There are two tenses of the infinitive : 





Active 




Passive 


Present 


. To see 


Present. 


To be seen 


Past. 


To have seen 


Past. 


To have been seen 



You should use the present tense of the infinitive when the 
time of the action it indicates is the same as that of the 
main verb ; as, " Yesterday he hoped to finish his booklet " — 
" hoped to finish " yesterday. You should use the past tense 
of the infinitive only when the action it indicates is previous 
to that of the main verb ; as, " Yesterday he hoped to have 
finished his booklet " — "to have finished " some time before 
yesterday. 

The infinitive is a verb first of all. As a verb it has an 
object, or a predicate noun, or adverbial modifiers. 

Observe the following constructions : 

As a substantive. 

1. As subject (with or without an object or a modifier) 

(a) To advertise pays. 

(b) To organize a league is not hard. 

2. As object of a verb 

(a) The class likes to vote. 

(b) They try to work hard. 

3. As object of a preposition 

(a) They had no desire but to win. (Except to win) 

(b) There is nothing to do except to go. 



USES OF THE INFINITIVE 383 

4. As predicate nominative 

(a) Our object was to win the pennant. 

(b) Their plan was to make a. booklet. 

5. As an ap positive 

(a) This was their plan, to win the pennant. 

(b) That taught them the lesson, to obey. 

The introductory word it (an expletive) is often used to intro- 
duce a sentence that has an infinitive subject ; as, 

It was our desire to win. (To win was our desire.) 

Besides its uses as a noun, an infinitive may be used as an 
adverb or as an adjective : 

I He studies hard to win success. 
(To win tells why he studies hard, therefore 
adverbial use.) 

I This was his chance to win success. 
(To win is equivalent to "for winning" and 
modifies chance, therefore adjectival use.) 

Remember : The infinitive is the simple form of the verb, 
usually preceded by "to." 
The infinitive has two tenses: the present and the past. 
The past tense of the infinitive is used only when the time 
of the action it indicates is previous to that of the main 
verb. 

An Exercise. (1) Write sentences with infinitives used in 
the five substantive constructions given above. (2) Write 
two sentences in which the infinitive is introduced by the 
expletive it. (j) Write two sentences with infinitives used 
adverbially, and two with adjective uses. 

BOL. ADV. EV. ENG. — 26 



384 MAKING AN ADVERTISING BOOKLET 

Correct Use of the Infinitive. There are three mistakes 
frequently made with infinitives, caused by violating the 
following rules : 

1 . The subject of an infinitive is always put in the accusative 
case. 

1. They want me to go. 

2. They wanted A Ifre d and me to go. (not "I") 

3. They knew him to be me. (not "I") 

The words " me," " Alfred," and " him " are subjects of 
the infinitive. When two words (as "Alfred and me") are 
used, both must be in the accusative case. 

2. After the infinitive used as a linking verb the accusa- 
tive case must be used to agree with the accusative case of 
the subject. In the third sentence we have a linking verb 
connecting " him " with "me." 

3 . An infinitive should always be in the present tense unless 
it represents action earlier than that of the main verb ; as, 

1. It was not necessary for you to go. (not "to have gone") 

2. He expected to come, (not " to have come ") 

Remember : A pronoun used as subject of an infinitive must 
be in the accusative case. 
A pronoun used after an infinitive and referring to its 

subject is in the accusative case. 
The infinitive should be in the present tense unless it repre- 
sents time earlier than that of the main verb. 

An Exercise. I. Make up sentences, using five present 
infinitives and five perfect infinitives. Tell whether the in- 
finitive is used as a noun, an adjective, or an adverb. 

II. Make up five sentences, using an infinitive phrase and 
the expletive it. 



TABLE OF CONTENTS 385 

180. Handwork : Drawing and Printing. The preliminary 
matter in your advertising booklet will be : (r) the title page, 
(2) the table of contents, (3) the list of illustrations, and 
(4) a map of the state. Divide the class into four teams, 
each to prepare one of the above parts. 

The table of contents will be as follows : 

Chapter I. A Letter: Where Our Community is Situated 

Chapter II. Our Public Buildings 

Chapter III. Our Banks 

Chapter IV. Our Stores and Markets 

Chapter V. Our Hotels 

Chapter VI. Our Churches 

Chapter VII. Private Buildings Worthy of Mention 

Chapter VIII. Our Educational Facilities 

Chapter LX. Our Amusements 

Chapter X. Our Leading Industries 

Chapter XI. Places of Natural Interest or Beauty 

Chapter XII. A Letter : Why People Like to Live Here 

The title page will be like the cover. (See page 381.) 
A back cover will be cut to fit the papers. The list of illus- 
trations will be made up of contributions by the class ; as, 

The Courthouse (Contributed by John Smith) 

The teacher will select the best title page, table of contents, . 
list of illustrations, and map. The officers of the Junior 
Civic League will fasten these together with the ten winning 
compositions and the two winning letters in the order given 
above. 

The complete advertising booklet should be exhibited to the 
school and shown to the superintendent of schools or any other 
visitor. 





PROJECT 39. GIVING A FLAG 
PROGRAM 



181. Study of a Poem. Why would members of the Junior 

Civic League be interested in the following selection ? 

Patriotism 

1 Breathes there the man with soul so dead 
Who never to himself hath said, 

"This is my own, my native land !" 
Whose heart hath ne'er within him burned 
As home his footsteps he hath turned 

From wandering on a foreign strand ? 

2 If such there breathe, go, mark him well ! 
For him no minstrel raptures swell ; 
High though his titles, proud his name, 
Boundless his wealth as wish can claim — 
Despite those titles, power, and pelf, 
The wretch, concentered all in self, 
Living, shall forfeit fair renown, 

And, doubly dying, shall go down 

To the vile dust from whence he sprung 

Unwept, unhonor'd, and unsung. 

Sir Walter Scott 

Look up in the dictionary the meanings of burned? strand} 
mark, 2 minstrel raptures 2 pelf 2 concentered 2 and forfeit. 2 

Find out how this poem plays a part in Edward Everett 
Hale's story, " The Man without a Country." 

What can you, as Americans, be proud of in your 
country ? in your state ? in your community ? 

182. An Expression Drill. At home practice reading 
the stanzas on this page. Enunciate carefully the vowels, and 

336 



EXPRESSING AN OPINION 387 

the expressions " my own " (not " mah-on '•') and " wandering " 
(not "wondering"). The pupil who first memorizes the 
stanzas may recite them to the school. 

A Talk to the Class. Tell the class what you are proudest 
of (j) in America as a country, (2) in your state, or (j) in 
your community. 

183. Expressing an Opinion. The Latin word for "I 
believe " is credo, from which the English words creed and 
credit have been formed. A creed is an expression of personal 
belief. Theodore Roosevelt's personal belief or opinion about 
the best way to live is given in the following creed : 

A Creed 
1 1 believe in honesty, sincerity, and the square deal. 2 1 be- 
lieve in making up one's mind what to do and doing it. 3 1 
believe in fearing God and in taking one's own part. 4 1 believe 
in hitting the line hard when you are right. 5 1 believe in speak- 
ing swiftly and carrying a big stick. 6 1 believe in hard work 
and honest sport. 7 1 believe in a sane mind in a sane body. 
8 1 believe we have room for but one soul loyalty, and that is 
loyalty to the American people. Theodore Roosevelt * 

In class express each sentence in other words. Write these 
sentences on the board. What qualities does Roosevelt 
approve of in his creed ? Point out the words. 

Writing a Letter. Write a letter to a boy scout, a girl scout, 
or a camp fire girl, telling in your own words what Roosevelt's 
creed is. Ask whether this creed is similar to his or her 
beliefs. Make an envelope and address it. Send the letter. 

184. Writing a Creed. In class discuss a good creed for life 
(1) in school, (2) at home, and (j) on the playground. 

*From " Fear God and Take Your Own Part," by Theodore Roosevelt, copyright, 
igi6, George H. Doran Company, Publishers. 



388 GIVING A FLAG PROGRAM 

Make an outline of the qualities you think should be shown 
by a boy or a girl at school, at home, or at play. 

Write your creed in three paragraphs. Call it " A Boy's 
Creed " or " A Girl's Creed." 

185. Mood of the Verb. How does the form of the verb 
to be change in the following sentences ? 

1. The flag where. (States a fact) 

2. Where is the other flag ? (Asks a question) 

3. Be respectful to the flag. (Gives a command) 

4. If it were my flag, I should hang it out. (Contrary to fact) 

5. Glory be to the flag ! (Wish) 

6. I move that this be our flag. (Volition) 

In the first two sentences the indicative form of the verb is 
used. In the third sentence the imperative form of the verb 
is used. In the fourth, fifth, and sixth sentences the subjunc- 
tive form of the verb is used. The change in the verb to show 
the mood, or feeling, of the speaker is called mood. 

The indicative mood states a fact or asks a question. The 
imperative mood gives a command or an entreaty. The sub- 
ject of the verb is understood ("you"). The subjunctive 
mood has a special form of the verb ; it expresses a wish, 
volition, or a condition contrary to fact. 

Indicative Mood Subjunctive Mood Imperative Mood 

(a) states a fact (a) states a wish (a) gives a command 

(b) asks a question (b) expresses volition (b) gives an entreaty 

(c) states a condition 
contrary to fact 

The imperative mood is the simple form of the verb ; as, 

Hang the flag from the top of the building. 
The subjunctive mood makes use of the simple form of the 
verb through all the persons and numbers of the present tense 



MOOD OF THE VERB 



389 



and uses the past form for all the persons and numbers alike. 
It is most frequently used with the conjunction " if " ; as, " If 
I were you." The present subjunctive is rarely used in modern 
speech or writing. 

Present Tense 



Singular 



Indicative 

1. I am 

2. You are 

3. He, she, it is 



Subjunctive 
I be 
You be 
He, she, it be 



Plural 



Indicative 

1. We are 

2. You are 

3. They are 



Subjunctive 

1. We be 

2. You be 

3. They be 



Plural 

Indicative Subjunctive 

1. We were 1. We were 

2. You were 2. You were 

3. They were 3. They were 



Past Tense 
Singular 

Indicative Subjunctive 

1. I was 1. I were 

2. You were 2. You were 

3. He, she, it was 3. He, she, it were 

Make up other sentences with the forms of the verb to be 

to illustrate the indicative, imperative, and subjunctive moods. 

Remember : Mood is the form of the verb that shows the feeling 

of the speaker or the way in which the assertion is made. 

There are three moods: the indicative, the imperative, and 

the subjunctive. 
The indicative mood states a fact or asks a question. 
The imperative mood gives a command or an entreaty. 
The subjunctive mood is used to express a wish, a condition 
contrary to fact, or volition. 

186. Study of a Speech. The address on page 390 was 
made by Charles E. Hughes in presenting a flag to the honor 
members of a graduating class at National Cathedral School, 
Washington, D.C., on June 5, 1916. 



390 GIVING A FLAG PROGRAM 

An Address on the Flag 

1 This flag means more than association and reward. 2 It is 
the symbol of our national unity, our national endeavor, our 
national aspiration. 3 It tells you of the struggle for inde- 
pendence, of union preserved, of liberty and union one and in- 
separable, of the sacrifices of brave men and women to whom the 
ideals and honor of this Nation have been dearer than life. 

4 It means America first ; it means an undivided allegiance. 
5 It means America united, strong and efficient, equal to her 
tasks. 6 It means that you cannot be saved by the valor and 
devotion of your ancestors ; that to each generation comes its 
patriotic duty ; and that upon your willingness to sacrifice and 
endure as those before you have sacrificed and endured, rests 
the national hope. 

7 It speaks of equal rights ; of the inspiration of free institu- 
tions exemplified and vindicated ; of liberty under law intelli- 
gently conceived and impartially administered. 

8 There is not a thread in it but scorns self-indulgence, weak- 
ness, and rapacity. 9 It is eloquent of our common interests, 
outweighing all divergences of opinion, and of our common 
destiny. 

10 Given as a prize to those who have the highest standing, it 
happily enforces the lesson that intelligence and zeal must go 
together, that discipline must accompany emotion, and that 
we must ultimately rely upon enlightened opinion. 

Charles E. Hughes 

Make an outline of this speech. In class sum up each 
paragraph as the main topic of an outline. Under each main 
topic put the thoughts that develop the idea. Make these 
sub-topics. 

Which words are puzzling because you do not know their 
meanings? Look them up. 



A SPEECH ON THE FLAG 391 

Which of these ideas would be of value to you in making up 
a speech for a flag raising ? 

187. An Expression Drill. The following poem tells another 
way of expressing the " community interests " and " common 
destiny " of Charles E. Hughes's speech. 

Practice reciting this at home slowly and with expression. 
Give the full vowel sound to " our own " (not " are own ")• 

The Law 

There is a destiny that makes us brothers : 

None goes his way alone : 
All that is sent into the lives of others 

Comes back into our own. 

Edwin Markham 

A Talk to the Class. Imagine that you are the chief speaker 
at a flag-raising celebration, in which the flag is to be the topic. 
Tell how to honor the flag (1) abroad, (2) on the street, (3) in 
a private home, (4) in meetings, and (5) at school. 

Make an outline first. Write a good opening sentence and 
a good closing sentence. 

The best speech will be selected for the program on page 392. 

188. Writing a Letter. Write a business letter to your 
janitor, telling him of your prospective flag raising in the 
school yard and inviting him to be present. 

Analysis. Analyze the following sentences : 

1. Do as you would have others do to you. 

2. Try to honor the flag in every way. 

3. Think before you speak, and think twice before you speak 
angrily. 

4. Do your best every hour of the day. 



392 GIVING A FLAG PROGRAM 

189. Writing a Declaration of Faith in the Flag. Complete 
the following outline for a composition about the flag : 

I. Origin of the American Flag 

A. . . . (Fill in) 

B 

II. What the stars and stripes stand for 

A. . . . (Fill in) 

B 

III. What the red, white, and blue stand for 

A. . . . (Fill in) 

B 

C 

IV. How we should behave towards the flag 

A. . . . (Fill in) 

B 

C 

Write your composition in four paragraphs. 
Read your composition aloud at home (1) to yourself and 
(2) to some member of the family. Improve it.- Rewrite it. 

190. Giving a Flag Program. In a class period present the 
following program : 



PROGRAM 

THE LANGUAGE PLEDGE. (Page 196) . . . The Class 
A recitation. " Breathes there the man " (Page 386) . . A pupil 
declamations. Page's The American's Creed (Page 167) A pupil 
Roosevelt's Creed (Page 387) .... A pupil 
Winthrop's How the Flag Speaks (Page 4) A pupil 
reading of compositions. Declarations of Faith (P. 392) The class 
A declamation. Hughes's Address on the Flag (Page J90) A pupil 

(The pupils will goto the schoolyard for A Flag Raising) 
AN ORIGINAL FLAG ORATION. (Page 391) A pupil 

recitation. Union and Liberty (Page 2) A pupil 

THE FLAG SALUTE The da* 



e 



PROJECT 40. GIVING A COMMUNITY 
PAGEANT 




191. Communication with the Outside World. In order 
to exist happily to-day a community must be able to com- 
municate with the outside world. Why? How is food 
brought into your community ? 

How is your community, able to transact business affairs 
with the outside world? What public servants connect your 
home with the outside world ? We might call these " common 
carriers," public messengers, or transportation. 

Find means of communication between a city or a country 
community and the outside world. Apply these to your 
town or county by telling actual names or by describing them 
in some way. How should you miss any one of these if it 
were absent? 

Which is the oldest in service ? Which is the youngest, or 
newest, possibly unknown where you live ? 

192. A Pronunciation Drill. (See A Pronunciation Match, 
Page 395-) 

A Talk to the Class. Divide the class into seven teams, 
each to take one of the following subjects. Tell of what value 
it is, or might be, to a community. Tell how you would miss 
it if it were not there, or tell about its coming possibilities. 

Get accurate information through observation, reading, and 
conversation. Make an outline first. Have a good opening 
and a good closing sentence. 

1. The telephone 3. The post office 5. The railroad 7. The high- 

2. The telegraph 4. The airplane 6. The street car way 

A committee of three pupils will sit in the back of the room 
and rise if they cannot hear you. 
393 



394 GIVING A COMMUNITY PAGEANT 

Writing a Letter. Outside of class write a letter to your 
superintendent of schools, inviting him to be present at your 
pageant. 

Make an envelope and address it. The letter that shows 
the greatest improvement since the beginning of the year will 
be sent. 

193. Outlining a Summary. The selections on this page 
and the next are summaries, or abstracts of detailed reports. 
In what way does the writer aim at accuracy ? 

(a) New York's Post Office 

1 Fifteen million pieces of ordinary mail are re- 
ceived and delivered daily, also 50,000 registered 
letters and 650,000 pounds of newspapers and 
periodicals, these being handled by 12,000 persons 
employed in the 53 classified and 262 contract 
stations in New York, according to an official statement issued 
by its postmaster. 2 More than 325,000 pieces of misdirected 
mail are handled daily, not including removal notices. 

3 Postal receipts for the year showed an increase of n§ per 
cent over the previous year, which meant an average daily in- 
crease of $15,000. 4 Postage collections amounted to $146,000 
daily, and $140 was found daily in "dead letters." 5 Receipts 
for the sale by auction of undelivered parcels amounted to $40,000 
during the last fiscal year. 6 The New York post office received 
and disbursed $750,000,000 annually and issued money orders 
for $38,000,000. 7 It had on deposit, from its 160,000 depositors, 
the sum of $42,000,000. Selected 

Divide the class into two committees, one to outline sum- 
mary (a) and the other to outline summary (b) by giving 
two main topics and arranging all the facts as subtopics. 

Remember : A summary is a condensed account. 





WRITING A SUMMARY 395 

(b) A Census of Telephones 

1 The bureau of the census one year reported 
that there were 53,234 separate telephone systems 
and lines, operating 28,827,188 miles of wire, 
"enough to girdle the earth at the equator 1153 
times," and connecting 11,716,520 telephones 
and 21,175 public exchanges. 

2 The messages, or " talks " sent over the wires, 
aggregated 211 in the year to every man, woman, and child. 

3 The industry employed 262,629 persons, of whom more than 
65 per cent were women. 4 Their salaries amounted to $175,670- 
449. 5 The plants and equipment were valued at $1,492,239,015, 
and they yielded revenues totalling $391,499,531. 

The Boston Herald 

194. Writing a Summarizing Paragraph. Summaries need 
not always deal with figures. Write a summary of the good 
things one of the seven community helps given at the bottom 
of page 393 does in your community. Write as if it were 
speaking. Begin, " I am the Telephone " (or other object). 
Then tell what you do for the community. 

Keep the topic that your team selected on page 393, or if 
your teacher prefers, group the class into seven new teams. 

The best composition from each team's work will be chosen 
for the pageant. 

A Baseball Pronunciation Match. Each pupil will write 
on a small piece of paper and hand to the teacher a list of ten 
or more words that he has mispronounced during the year. 
The pupil " at bat " will pronounce the three words he draws 
from the hat. (See page 47.) 

195. Review. (See pages 307 and 402.) 



396 GIVING A COMMUNITY PAGEANT 

196. Public Servants in a Community. There are certain 
agencies, facilities, organizations, or systems in every com- 
munity that are open to the public and exist for the purpose of 
serving the public. 

Discuss how the following are supported, whether by public 
funds or by private enterprise. How many of each are there 
in your community ? What is the value of each ? How is it 
missed, if it is not there? 



I. 

2. 


Churches 
Schools 


5- 
6. 


Parks 
Banks 


9. Stores 
10. Business 


3- 

4- 


Libraries 
Theaters 


7- 
8. 


Local government 
Industries 


11. Charity organi- 
zations 



Plan to invite a representative of one of these public servants 
to be present at the pageant. The president of the Junior 
Civic League will appoint a committee of four pupils to meet 
with him after school and select the person. 

Writing a Letter. After class write a letter of invitation to 
the person who has been chosen. Make an envelope and 
address it. The best letter will be sent. 

197. Writing a Paragraph Speech. Divide the class into 
nine teams, each to take one of the topics mentioned above. 
Imagine yourself to be that public servant speaking. Begin 
" I am the School " (or whatever you represent). Tell what 
you do for your community. 

Read your speech aloud at home. Improve it. The best 
speech for each team will be selected for the pageant. 

Handwork. Make a poster announcing the pageant on 
page 397. The best poster will be placed on exhibit. 

198-199. Expression Drill : Practicing Parts. After parts 
are assigned to you for the pageant, read through it, supplying 
the speeches which you have made up. 



A COMMUNITY PAGEANT 



397 



What Made the Community Live 

Scene: a waste place 

Characters 

Community Enterprise Airplane Bank Industry 

Telephone Railroad Church Store Business 

Telegraph Street Car School Park Theater 

Post Office Highway Government Charity Library 

{Enter Enterprise, supporting Community, a figure much 
enswathed in wrappings.) 

Enterprise {panting from overwork). Well, of all hard places to 
settle this is the worst ! {She tries to stand frail Community 
upright in the center of the stage, but the figure totters. She puts 
her hand to her mouth and calls.) Help ! Help ! Community 
won't stand up unless you'll help her. Who will support a 
. brand-new Community? (Community sinks into a heap on 
the floor.) 

{Heads appear at both sides of the stage and ejaculations of 
" / will I " are heard.) 

Enterprise {impatiently). Enter! Enter, all of you! Can 
you not see that aid like yours is needed to get Community to 
her feet. Speak, what can you do ? 

(Government, Industry, Business, Bank, and Store each 
garbed to fit the character appear at the right; School, Church, 
Theater, Library, Charity, and Park appear at the left, also 
garbed to show their parts.) 



Enterprise {to those at the right). Ah, there you are ! I knew 
that you would come. Community could not live a day 
without you. Come and tell us what you will do for her. 
Speak, I adjure you. 



398 GIVING A COMMUNITY PAGEANT 

{The five figures group themselves to the right and to the left of 
the crouching figure of Community. As each speaks, he holds 
his hands over her, as if giving the strength that he alone can 
impart.) 

Government {holding a ballot box). I am Government. . . . 

(Tells what it does, page 396.) . . . 
Industry {holding a hammer) . I am Industry. . . . (Tells what it 

does, page 396.) . . . 
Business {holding a ledger). I am Business. . . . (Tells what it 

does, page 396.) . . . 
Bank {holding up a small bank). I am the Bank. . . . (Tells 

what it does, page 396.) . . . 
Store (holding up scales). I am the Store. . . . (Tells what it 

does, page 396.) . . . 

{The five figures at the same moment lean over and touch Com- 
munity, as if awakening her to life.) 

Enterprise {chanting softly). Awake, Community, awake! 

They pledge you food, homes, clothes, protection. 
The Five {in unison, moving to the side). We do ! We do ! 

(Community arises, rubs eyes, and looks about, but she is 
yawning and behaving quite rudely.) 

Enterprise {alarmed). Dear me ! She needs training ! {Turn- 
ing to the left.) Friends of education, enter ! Tell her how 
you will train her and give her culture. 

(School, Church, Theater, Library, Charity, and 
Park appear at left, eager to help. They form a group behind 
her, and each in turn comes forward, and speaks.) 

School {with a strap of books) . I am the School. . . . (Tells what 

it does, page 396.) ... 
Church {with a hymn book). I am the Church. . . . (Tells what 

it does, page 396.) . . 



" WHAT MADE THE COMMUNITY LIVE " 399 

Theater {with a mask). I am the Theater. . . . (Tells what it 

does, page 396.) . . . 
Library (with a big library card). I am the Library. . . . (Tells 

what it does, page 396.) . . . 
Charity (with basket of food). I am Charity. . . . (Tells what 

it does, page 396.) . . . 
P Ark (carrying flowers). I am the Park. . . . (Tells what it does, 

page 396.) ... 

(While these six are speaking, Community improves in 
behavior and becomes very good. These last figures nod their 
heads in satisfaction and form a group opposite the others.) 

Enterprise (moving to the left, eagerly). Come, Community, let 
us depart, to conquer the world. 

(Community is rooted to the spot, and though alive, active, and 
well trained through the ministrations of these eleven spirits, 
cannot move.) 

Enterprise {frantically calling to the left)' Communication! 
What, ho! Help! Help! 

(Faint voices are heard behind scenes — "Coming! Coming! 
Who needs us?" Enter in solemn procession seven figures. 
They take a position across the back of the stage.) 

Enterprise (with a sigh of relief). Ah, these at last will give 
you feet to run and wings to fly. Without them, no matter 
how well governed, how well reared, how well cultured you 
may be, Community, you cannot last. They connect you 
with the outside world. (Turning to the figures.) Speak, I 
adjure you ! 

Highway (raising a riding whip). I am the Highway. . . . 
(Tells what it does, page 393.) . . . 

Post Office (holding up a large letter) . I am the Post Office. . . . 
(Tells what it does, page 393.) . . . 

BOL. ADV. EV. ENG. — 2^ 



400 GIVING A COMMUNITY PAGEANT 

Railroad (with a railroad placard). I am the Railroad. . . . 

(Tells what it does, page 393.) . . . 
Telegraph (beating out a message). I am the Telegraph. . . . 

(Tells what it does, page 393.) . . . 
Street Car (clanging a bell) . I am the Street Car. . . . (Tells 

what it does, page 393.) . . . 
Telephone (imitating telephoning). I am the Telephone. . . . 

(Tells what it does, page 393.) . . . 
Airplane (flapping wings). I am the Airship. . . . (Tells what 

it does, page 393.) . . . 
Enterprise (chanting) . They now connect you with the world. 

Move, Community, move ! 

(Community slowly moves to the front of the stage.) 

COMMUNITY. (Recites "I Dreamed in a Dream," page 311.) 
ENTERPRISE. (Declaims "The American Family," page 362.) 

(The figures at the right, left, and middle group themselves across 
the stage, each group holding out different colored banners — 
the banner on the left red, the one in the middle white, and the one 
on the right blue, the whole effect being like a large red, white, 
and blue flag. Three boy scouts hand them the banners.) 

Community (pointing to an American flag). (Recites "A Creed," 

page 387.) 
All the Characters (in unison). . . . (Give the Flag Salute.) . . . 

E. M. B. 

200. Giving a Class Play. Invite your parents to be 
present for your last class meeting. If you have an auditorium 
or a large study room in your school; present your play there. 
The two guests of honor will be seated in front. Invite as 
many people as can be accommodated in your classroom. 



" WHAT MADE THE COMMUNITY LIVE " 401 




40' 



HALF-YEAR SUMMARY 



REVIEW OF APPLIED GRAMMAR 

(For summaries of the previous work, see pages 99, 191, and 307. 
PARTS OF SPEECH 



Verbs 



Simple form of verb . . . . 
How verbs are used : review . 
Complete, transitive, and link- 
ing verbs 

The auxiliary verb . . . . 
Regular and irregular verbs 



PAGE 

331 
313 

313 

( 323 

331- 

333 



Conjugation of regular verb 

ask . . • 325 

Conjugation of irregular verb 

lobe 334-335 

Irregular verb forms . 344-347 
Summaries of regular and 

irregular verbs . . 332, ^^^ 

Principal parts 345 

Tense . . . 323-324, 343, 357 



PAGE 

Principal and subordinate 

tenses 3 2 3~324 

Summary of tenses . . .325,343 

Correct use of tense 357 

Use of shall and will . .351-352 
Active and passive voice 335-336, 

343 
Changing active voice to pas- 
sive 343 

Summary of passive voice 335, 343 

Mood 388-389 

Common form 34^ 

Progressive form .... 335, 344 
Agreement of subject and verb 356 
Correct use of verbs, 314, 356-357, 

361 



Present participle 

Past participle . . 
Participles explained 



Participles 

335 



Infinitives, Gerunds 



370-371, 

379 

335, 37o-37i 

• • 370-371 



Correct use of participles . . 384 
Dangling participle .... 371 

Infinitives 382-383 

Gerunds 379-380 



THE SENTENCE 



Sentence matches . . .314, 326 
Grammar criticized . 369, 378, 381 
Analysis 364, 391 



Sentence building . 315, 326, 332, 

336, 344, 361, 37i, 383,384 

Criticism of sentences . 352, 358, 

369, 372, 378, 381 



HALF-YEAR SUMMARY 



403 



WORD STUDY 

(For summaries of the previous work, see pages 99, 191, and 307.) 



Enunciation drills . 311, 315, 321, 

328, 33°, 337, 35o, 360, 377 

Pronunciation drills . 348, 380, 395 



Expression drills 339, 355, 363, 368, 

373, 386-387, 391, 396 

Dictionary exercises 311, 319, 363, 

• ' 386 



CORRECT USAGE 



and . . ' . ■ 315, 356 

appear 314 

ask 325 

be 314 

because 322 

become 314 

by 343 

climb 357 

collective nouns 356 

dangling participle . . . . 371 

dive 357 

doesn't, don't 356 



don't, doesn't 



356 
357 
356 
345 
356 
356 
3i4 
322 



each 

eat 

either 

every one 

feel 

for 

gerunds 379~38o 

grow 314 

had 323 

hang 357 

has 323 

have 323, 357, 370 



have, of 357 

heat 357 

infinitives 384 



it . 
look 



383 
3i4 



many a 356 

neither 356 

no one 356 

nor 356 

of, have 357 

or 356 

or, pronouncing 337 

prove 357 

remain 314 

seem 314 

shall, will .... 323, 351-35 2 

smell . . 314 

taste 314 

to 382-383 

to be 314, 323, 334 

there 356 

verbs 314, 345~347 

was, were 356-357 

were, was 356-357 

will, shall 351—352 

you 388 



404 



HALF-YEAR SUMMARY 



REVIEW OF COMPOSITION 



Getting Ideas 

PAGE 

Gathering Ideas . . . 339-340 

Finding Information 339, 347-348, 

368, 393 

Parts of a book 385 

Observation 378 

Correlation with history and 

civics 310, 312, 320, 350, 362, 
367-368, 369, 372 
Correlation with domestic 

arts 359, 361, 364 

Correlation with geography . 375 



Organizing Ideas 

PAGE 

Qualities of a good outline 330-331 
Form of outline 330-331, 376-377 
Models of outlines . 331, 376, 392 
Criticism of outlines 312, 331, 348 
Blackboard outline .... 377 
Completeness, accuracy, 

unity, and order . 330-331 
Making an outline : exer- 
cises 318, 321, 348, 353, 359, 
369, 373, 375, 377, 380, 381, 
388, 390, 391, 394 



Expressing Ideas 



Arrangement 316 

Accuracy criticized . . . 330, 375 

Brevity 316 

Clearness criticized . . . . 375 
Completeness criticized . . 330 



Criticism of compositions 322, 369, 
378, 381, 392 

of letter 317 

of outlines . 312, 330-331, 348 
of talks . . 336, 369, 378, 393 



EVERYDAY SPEAKING 

Talks to the class 312, 315, 321, Discussion groups 317-318, 320- 
328, 330, 337, 339, 348, 350, 321, 349, 353, 359 

355, 3 6 °, 3 6 4> 369, 377, 380, Organization of Junior Civic 

387, 391, 393 League .... 318-319 

A community pageant . 397-401 | Criticism of talks 336,339,378,393 



EVERYDAY 

Assignments in compositions 312, 
317, 322, 327, 331, 337, 343, 
348, 353, 355, 361, 363, 369, 
373, 378, 381, 387, 392, 395, 396 

Playing reporter 329 

Booklets. 343,353,378,38i,385 

A budget 359, 361 

Summaries .... 363, 394~395 

Historical article 369 

Creed 387-388 



WRITING 

Assignments in letters 

320, 327, 329, 334, 

350, 35S. 361, 365, 

375, 381, 387. 30i. 
Paragraphing, brevity, 

arrangement in letters 316-317 

Criticism of letter . . . . 317 

Criticism of compositions 322, 369, 

378, 381, 392 

Declaration of faith .... 392 



310, 


3i9, 


339, 


348, 


368, 


373, 


394, 


390 


and 





INDEX 



(The numbers refer to pages.) 



4,75 

Abbreviations, 32, 51, 134 
Accept, except, 206 

Accuracy, in ideas, 44, 138, 153, 205; 
in language, 107-108; in reporting, 
184-185; in writing, 212, 230 
Accusative, adjunct, 154 

adverbial, 282-283 
Accusative case, after verbs, 34, 45, 46, 
59, 224, 232, 282, 314 

subject of infinitive, 384 

summary, 282-283 
Active voice, 64, 33 s 

Address, business letter, 24, 140, 222- 
223 

name of, 27, 51 

on envelope, 8, 200 
Adjectival clauses, 113 
Adjectival phrases, 107 
Adjective, as modifier, 52 

correct use of, 74 - 75> 83, 244 

demonstrative, 264-266 

explained, 12-13, 5 2 , 72-73, 211 

possessive, 61, 298-299 

proper, 75 

sentence match in, 75 

with direct object, 154 

with Unking verb, 76, 313-314 
Adjunct accusative, 154, 282 
Adverb, as modifier, 52 

correct use of, 52, 74-75, 83, 244 

explained, 12-13, 52, 72-75 

sentence match, 75 
Adverbial accusative, 282-283 
Adverbial clauses, 113 
Adverbial modifier, infinitive as, 383 
Adverbial phrases, 107 
Agreement, of adjective and noun, 265 

of pronoun and antecedent, 231 

of subject and verb, 84, 356 
All, 267 
All right, 83 
Almost, most, 83 

Alphabetical arrangement, 22, 148, 204 
Alternative conjunctions, 96 
An, a, 75 
Analysis, 33, 77, 192-193 

exercises in, 17, 24, 39, 52, 60, 82, 97, 
115, 128, 133, 135, 149, 154, 155, 159, 
215, 225, 256, 275, 282, 287, 364, 391 

model of, 33, 192-193 
And, 42, 67, 96, 98, 127, 135, 161, 178, 

3i5, 356 
Angry, mad, 206 
Antecedent, 231, 253, 263 
Antonyms, 258 



Apostrophe, in contractions, 134 
in possession, 50, 51, 61, 225 
Application, letter of, 72-73 

model of, 73 
Apposition, 82, 274 

condensing by, 159 
Arbor Day, 31-43, 227 
Argument, 29, 80, 89, 220, 275-277, 322 
Arrangement of words, 45, 138-139, 162, 

281,316 
Articles, 52, 75 
As, 253; as follows, 57; as, like, 115; 

with examples, 91, 92 
Ask, conjugation of, 325 
Assignments. See Conversation, Talks, 
Written work, Dramatization, Discus- 
sion 
Audience. See page xiv 
Autobiography, "Beautiful Joe," 208 
Charles Lamb's, 213 
of a parcel, 212 
of a shilling, 216 
"Story of My Life," 209 
Auxiliary verb, 323 
Awful, 18 

" Baby blunder," 96 

Bad, badly, 83 ; compared, 74 

Balanced constructions, 168 

Baseball match, 47. See Match. 

Be, conjugated, 334; sounded, 178 

Beginning, middle, end : in descriptions, 
35; in narration, 20; in outlines, 20, 
40; of phrases, 144; of sentences, 178 

Best, better, 74 

Better-Speech Club, 11-18, 199 

Blackboard work, 9, 30, 168, 170, 238, 
292, 377 

Body of letter, 6-7, 25, 222 

Book review, 92 

Booklets: advertising, 375-385; bird, 
343; games, 56; Indian, 160; Robin- 
son Crusoe, 178; travellog, no, 131, 
138; trip through America, 259 

Books, information about, 90, 204, 217 

Breathing game, 10, 35, 76, 118, 261 

Brevity: how to secure, 144; in letters, 
316; reporting, 184; summaries, 394, 
395 ; telegrams, 87 

Business letter, address in, 24, 140 
form of, 24-26, 73, 140, 222 
models of, 25, 73, 222 
See Written work 

But, 127, 135 

Can, may, 43 



40S 



406 



INDEX 



Capitals, rules for : 

beginning of line of poetry, 37 

beginning of quotation, 37 

beginning of sentence, 5, 37 

chart of, 37 

chief words of title, 37, 202 

days, months, holidays, 37 

Deity, 37 

documents, 37 

epochs and great events, 37 

1,37 

in headline, 131 

in letters, 6, 37 

in outlines, 239 

0,37 

personified word, 36, 37 

persons and places, 37 

political parties, 37 

proper adjectives, 37 

proper nouns, 37, 223, 225 

religious denominations, 37 

sections of country, 37 
Case: accusative, 34, 45, 232, 282-283 

dative, 45, 232, 282-283 

explained, 34, 45, 224-225, 282-283 

genitive, 61, 299 

nominative, 34, 232, 274-275 
Chairman, of Club, n, 199, 212, 238, 245 

of discussion groups, 161, 321 

of teams, 169 
Challenge, 56, 177 
Charades, 98, 170-171 
Choice of words, 68 
Civics. See Correlation, Community 

projects 
Class, booklets, 56, 110-119, 131-137, 138- 
146, 160, 178-182, 259, 343, 375-385 

compositions, 71, 95, 108, 160, 207 

creed, 145 

"hike," 177, 182 

newspaper, 183 

outline, 371 

poster,_337 

resolution, 249 

song, 56 
Clauses, adjectival and adverbial, 113 

condensing, 159 

correct use of, 103, 115, 122, 124, 141 

definition of, 103, 214-215 

determinative and restrictive, 255- 
256 

exercises in, 105, 115, 123, 126, 128, 
133, UP, 155, 159, 215, 220, 254, 255, 
256 

principal and subordinate, 122 

substantive, 12.6, 149, 155 
Clearness, 44, 71, 375 



Club: Better-English Club, 197-207; 
Better-Speech Club, 11-18; constitu- 
tion of a, 317-318; girls', 316; how to 
organize, 317-319; Humane League, 
272-279; Junior Civic League, 310- 
319; procedure in a, 11, 199, 215; 
Speakwell Club, 199. See page xv 

Coherence, 133. See Order 

Collective nouns, 223, 225, 351 

Colon, 6, 51, 57. See Punctuation marks 

Comma, 7, 26, 27, 51, 82, 91, 128, 162, 
2 55» 273 _ 274» 275. See Punctuation 
marks 

Commands, 23, 177, 219, 352, 388-389 

Committee work, 2, 12, 16, 35, 44, 48, 53, 
57, 58, 70, 88, 148, 161, 207, 212, 221, 
222, 238, 244, 245, 249, 252, 282, 288, 
300, 328, 349. 353. 355, 364, 369. 393, 

„ 394 , 
Common form, 344 

Common nouns, 223, 226 

Community, English in, 245 

outline of the, 376 

projects: Advertising booklet, 375- 

385; Arbor day, 31-43, 218-227; 

Bird, 348-358; Clean-up, 350-358; 

Community pageant, 393-401 ; Fire 

prevention, 19-30; Garden, 147-156; 

Health, 63-70; Home, 359-366; 

Junior Civic League, 310-319; Red 

Cross, 329-337; Safety, 320-328; 

Scout, 176-182; Thrift, 280-289 
Comparative degree, 74 
Comparison, of adjective and adverb, 72 

of poems, 68 
Complete predicate, 16, 17, 27 
Complete subject, 16, 17, 27 
Complete verb, 313 
Completeness: in directions, 151, 153, 

230; in ideas, 205; in sentences, 108 
Complex sentence, 127, 219 
Complimentary close, 6, 7, 25-26, 222 
Composition, form of a, 202-203 
model of a, 203 
See Written work 
Compound interrogative pronouns, 254 
Compound personal pronouns, 179, 236- 

237 
Compound predicate, 96, 133 
Compound relative pronouns, 254 
Compound sentence, 127, 219 
Compound subject, 96, 356 
Compound words, 51 
Condensing clauses and phrases, 159 
Conjugation, defined, 325 
of ask, 325 
of to be, 334 



INDEX 



407 



Conjunctions, explained, 13, 134, 179, 211 

match, 135 
Contest booklet, 378 
Contest letter, 289 
Contractions, 51,. 134 
Contrary to fact, 388-389 _ 
Conversation, a source of ideas, 44, 205, 
213; dialogue and monologue, 186; 
how to quote, 126 
Coordinating conjunctions, 135 
Copyright, 90 

Correct use: adjectives, 38, 52, 74-76, 83 
adverbs, 52, 74-75, 83 
capitals, 37, 202, 239 
clauses, 103, 115, 122, 155 
compound personal pronouns, 179, 
236 

conjunctions, 96-97, 99, 134, 179 
demonstrative pronouns, 265 
indefinite pronouns, 267, 268-269 
interjections, 27-28 
interrogative pronouns, 247-248 
nouns, 33-34, So, 61, 84, 223-225, 
282-283, 307, 356 

paragraph, 5, 40, 46, 58, 133, 136, 
139, 144, 158, 162, 177, 208 
personal pronouns, 230-237 
phrases, 103, 106, 115 
prepositions, 64 

pronouns, 33~34, 38, 45, 61, 84, 179, 
230-233, 282-283, 307 

punctuation, 50, 51, 57, 82, 91, 93, 
126, 128, 134, 162, 168, 202, 203, 274, 
275, 291 

sentence, 5, 16, 23, 52, 84, 96, 103, 
107, 133, 148, 167, 246 

verbs, 64, 84, 314-315, 326, 347, 35°- 
357, 402; gerunds, 379-380; infini- 
tives, 382-384; participles, 371 

words, 18, 23, 27, 28, 38, 42, 43, 46, 
49, Si, 57, 61, 64, 67, 74, 75, 76, 83, 89, 
91, 96, 98, 115, 139, 144, 154, 165, 179, 
188, 205, 206, 233, 253, 263, 265, 267, 
268, 314, 315, 356, 357, 388 

See Half-year summaries, 99-101, 
191-195, 307-309, 402-404 
Correlation: arithmetic, civics and com- 
munity welfare, domestic arts, drawing, 
geography, history, hygiene, manual 
arts, nature study. See page xvii 
Correlatives, 179 
Cover, making a, g, 119, 382 
Creed, A Fighting Man's, 145 
of thrift, 280, 
Roosevelt's, 387 
the American's, 167 
writing a, 145, 387-388 



Criticism, class, 35, 67, 78, 80, 92, 186 

of notes and outlines, 58, 66, 312, 

330-331, 348 

of sentences, 46, 115, 123, 352, 358, 

369, 372, 378, 381 

of talks, 16, 42, 50, 67, 118, 160, 181, 

207, 252, 293, 300, 336, 369, 378, 393 
of work in English, 90, 243, 244 
of written work, 17, 29, 50, 58, 67, 

78, 80, 92, 105, 114, 119, 124, 132, 141, 

161, 170, 178, 186, 239, 264, 273, 288, 

317, 322, 369, 378, 381, 392 
value of, 44 

D: ending of past participle, 370; end- 
ing of verb, 332 ; pronouncing final, 315 
Dance: folk, 169, 171; potato, 153, 156 
Dangling participle, 371 
Dative case, 45, 224, 232, 282 
Be, pronouncing, 156 
Declarative sentence, 23, 219 
Declension, 235 
Definite article, 52, 75 
Definiteness: directions, 151 ; ideas, 205; 

reporting, 184 ; writing, 212, 230 
Degrees of comparison, 74 
Demonstrative pronouns, 264 
Dependent clause. See Subordinate 

clause 
Derivation, 234, 241-242 
Des, pronouncing, 156 
Description. See Prose models, Written 

work. 
Details: arrangement, 71 ; choice of, 136 ; 
in news items, 131; in outlines, 66; 
when, where, how, etc., 212 
Determinative clauses, 255-256 
Diagram of parts of sentence, 246 
Dialogue, 125-126, 186, 238, 292, 296 
Dictionary : 

abbreviations in, 32 
alphabetical arrangement, 22, 93, 204 
exercises in, 32, 68, 94, 102, 142, 147, 
157, 162, 238, 241, 242, 250, 281, 290, 
293, 311, 319, 363, 386 
finding words in, 21, 22, 93 
habit, 18, 93-94 
match, 94, 187, 205 
models, 18, 290 
synonyms in, 94, 241-242 
use of, 18, 93-94, 120, 204, 217, 238, 
290-291 
value of, 18, 44, 48, 93-94 
Direct address, word of, 27-28, 51, 274 
Direct object, 34, 45, 224 
Direct object and adjunct accusative, 154 
Direct quotation, 149 



408 



INDEX 



Directions, how to give, 151, 153, 228-229, 
230. See Prose Models, Written work 

Discussion : exercises in general : group, 
or committee, discussion, explained ; 
exercises. See pages xiv-xv 

Divided quotation, 51 

Dividing words, 93 

Doesn't, don't, 43, 356 

Don't, doesn't, 43, 356 

Double negative, 269 

Double objects, 314 

Double predicates, 96 

Double subjects, 96 

Dramatic dialogue, 125, 126-127, 296-297 

Dramatization: auction, 78; charades, 
98, 170-171 ; dialogues, 126-127, 130, 
292, 296; election, 318-319; mock 
trial, 30, 275-279; of process, 153; 
pantomime, 1 70-1 71 ; parade and 
dance, 156; tableaux, 170-171 ; tree- 
planting, 227 

models, 30, 54, 127, 172-175, 301- 
305, 397-4oi 

plays or pageants: Choosing a 
Career, 301-305; fire prevention, 30; 
First Aids to Young America, 54-55; 
Nations of the World, 172-175; Trial 
0/ Tommy Woodckuck, 276-279; What 
Made the Community Live, 397-401 

Drawing. See Correlation, page xvii 

Each, 166, 179, 267, 268, 356 

Each other, 268 

Eat, forms of verb, 345 

Ed, ending of past participle, 370 
ending of verb, 332 

Either, 96, 356 

Either, or, 135, 179, 267, 268 

Elements, independent, 27 

of a sentence, 16, 192-193, 214 

Emphasis: by compound personal pro- 
nouns, 237; by condensing, 144, 159; 
by inversion, 138 

Encyclopedia, 44, 48,120, 138, 157, 217, 
261, 291, 330, 367 

Ending of letter. See Complimentary 
close 

English language, how formed, 241-242 

Enunciation, clearness, 47; drills in, 16, 
30, 60, 67, 70, 91, 108, 123, 130, 132, 
140, 148, 178, 185, 188, 212, 217, 226, 
229, 252, 259, 274, 278, 287, 289, 300, 
311, 315, 321, 328, 330, 337, 350, 360, 
377 ; faults of, 50 

Envelopes, addressing, 8 ; making, 19, 
42, 64, 72, 88, 90; model, 8; return 
address on, 8, 200 



Er, 74 

Em, 48 

Esp., 290 

Est, 74 

Etymology. See Derivation 

Every, 166, 179, 356 

Everybody else, 268 

Everyone, 268 

Examples, giving, 91 

Except, accept, 206 

Exclamation mark, 13, 23, 27, 51, 184 

Exclamatory sentences, 23, 51, 219 

Exhibits, 22, 64, 70, 109, 132, 140, 142, 154, 
156, 183, 186, 189, 207, 221, 259, 279, 312, 
328, 337, 339, 349 : 350, 365, 385, 397 

Explanation: accuracy, 153, 230; how to 
make things or give directions, 151,153,' 
178; process, 153. See Written work, 
telling how and why 

Expletive, 28 

Explorers, 120-130 

Expression drills, 226, 339, 355, 363, 368, 
373, 386, 391, 3g6 

Fable, 36 

Facts, weighing, 29-30, 220 
Farther, further, 83 
Feminine gender, 231 
Few, fewer, 83, 267 

Finding out things, 2, 63, 80, 117, 120, 
132, 138, 157, 176, 199, 202, 204, 205, 
208, 213, 230, 242, 243, 339, 347, 368, 
393 
" First Aids to Young America," 54 
Flag: compositions on, 391, 392; lan- 
guage, 1 ; programs, 10, 392 ; selec- 
tions on, 2-3, 4, 390 
Forcefulness, 44, 139 
Form: common, 344 

for analysis, S3 

good, 46-47. 183-184 

of business letter, 24-26 

of club, n, 199, 215, 317-319 

of composition, 202-203 

of dialogue, 125-127 

of formal letter, 24-25, 140 

of friendly letter, 6-7, 200 

of letter of application, 72-73 

of outlines, 20, 206 

of play, 54, 172, 301, 39J 

progressive, 335> 344 
Formal letters, address, 140 

salutation, 140 

title in, 140 

See Business letter 
Formal talks. See Talks 
Franklin, 63, 65, 80, 283, 284-287 



INDEX 



409 



Friendly letters, address on envelopes, 8, 
200 

assignments. See Written work 

brevity in, 316-317 

form of, 6-7, 158, 200 

interest in, 14 

models of, 7, 14, 158, 201 

paragraphing of, 158, 316 

punctuation of, 6-7, 51 
Further, farther, 83 
Future perfect tense, 324 
Future tense, 323 

Games: breathing, • 10, 199, 249; "Hold 

the Fort," 77; humming, 5, 350. See 

Enunciation drills 
Garden: exhibit, 156; plan, 152-153; 

project, 147-156 
Gender, 231 

Genitive, 50, 61, 224, 225, 299, 380 
Geography. See Correlation, page xvii 
Gerund, 379-380 
Get, 205, 206 

Getting ideas. See Finding out things 
Getting meaning, 291 
Good-English, campaigns, 44-55, 240- 

249 ; play, 53-54 
Good form, 47, 50 
Got, have, 206 
Greeting of letter. See Salutation 

H, silent, 57 ; sounding, 67, 140, 188 

Handwork: article, 77; bird box, 339; 
booklets, 259, 385 ; case for work, 9 ; 
covers, 62, 182, 381 ; exhibit of trees, 
221 ; floor plan, 238 ; garden plan, 153 ; 
map, 115, 138; motto, 198; placard, 
142; posters, 12, 22, 44, 70, 88, 93, 
105, 160, 166, 181, 184, 219, 245, 250, 
328, 350, 361, 396 

Have, 323, 357, 370 

Have, got, 205, 206 

He, 233, 236 

Heading of letter, 6-7, 25, 222 

Headline, no, 114, 119, 131, 184, 186 

Her, 43, 46, 233 

Htm, 43, 46, 233 

History. See Correlation, page xvii 

" Hold the Fort " game, 77 

How to make something. See Directions 

However, comma with, 162 

Humming game, 5, 350 

/, 43, 46, 236 

Ideas, where to get, 205 
Imagination, 256 
Imperative mood, 388-389 



Indefinite articles, 52, 75 

Indefinite pronouns, 267, 268-269 

Indention, 4, 202 

Independent elements, 27 

Index, 90, 204-205, 245, 367 

Indicative mood, 388-389 

Indirect object,_45, 224 

Indirect quotation, 148-149 

Infinitives, 382, 383, 384 

Inflection, 235 

Ing, 91, 144, 148, 259, 360, 370, 371 

Initials, 51 

Interest, 14, 44, 114 

Interjections, 13, 27, 51 

Interrogation mark, 23, 51, 184 

Interrogative pronouns, 247-248 

Interrogative sentence, 23, 32, 51, 77, 219 

Interview, 116, 125, 130 

Intransitive verbs, 59, 60, 70, 154 

Inventions, 79-89, 242 

Inversion, value of, 162 

Inverted order, 32, 139, 162, 273, 28g 

Irregular verbs, 331-332, 345~347 

It, 28, 43, 233, 288, 383 

Joke, 242 

Junior Civic League, xv, 310-319 

Language flag, 1 

Language, how formed, 241-242 

Language, pledge, xviii, 109, 196 

Lead, 131, 186 

League, Humane, 273; Junior Civic, 

310, 318-319 
Least, less, 74, 83 
Legibility, 46 
Letters: arrangement, 316 

brevity, 316 

business, 24-25, 72-73, 222-223 

friendly, 6-7, 158, 200 

interest in, 14 

models of, 7, 14, 25, 73, 158, 201, 222 

of application, 72-73 

paper used in, 7 

paragraphing, 158, 316 

planning, 15 

punctuation of, 6-7, 51 

writing. See Written work 
Library. See Reading 
Like, as, 115 

Lincoln quoted, 45, 107, 108, 203 
Linking verbs, 38, 59, 60, 70, 76, 154, 313, 

3U 
Local paper, 264, 289, 348, 373 

Mad, angry, 206 
Many a, 356 



4io 



INDEX 



Margin, 5, 6, 184, 202, 203 

Masculine gender, 231 

Match: baseball, 47, 135, 184, 347; dic- 
tionary, 94, 187, 205; phrase, 107; 
pronunciation, 395; punctuation, 184; 
sentence, 50, 84, 135, 314, 326; spell- 
ing, 47, 184; verb-forms, 347 

May, can, 43 

Me, 43. 46, 236 

Misrelated participle, 371 

Mock trial, 30, 279 

Models: business letters, 25, 73, 222; 
composition, 203; dialogue, 127; en- 
velope, 8; friendly letters, 7, 14, 201; 
letter of application, 73 ; outlines, 20, 
21, 40, 66, 206, 239, 376; paragraph, 
4, 203 ; plays, 54, 172, 301, telegram, 87 

Modifier, adjective and adverb, 52, 83 
clauses, 113 
" only, 139 
participles, 371 
phrases, 106 

Mood, 388-389 

More, most, 74, 83 

Motivated review. See Programs 

Much, 74 

Name of address, 27, 51 
Narration, 161. See Written work 
" Nations of the World " pageant, 172 
Neither, 96, 267, 268, 356; nor, 135, 179, 

397 
Neuter gender, 231 
News item, 119, 131, 185, 360 
Newspaper: class, 183; exhibit, 183; 
selections from, 20, no, 116, 119, 131, 
185, 360, 394, 395 ; use of, 48 
No, 27, si 
No one, 356 
Nobody, 269 
Nominative case, 34, 38, 59, 224, 232-233, 

235, 274, 314 
Nor, 97, 13s. 267, 268, 356 
Not, 269 

Notes: collecting, 58, 66; criticizing, 58, 
66 ; form of informal, 6 ; model of in- 
formal, 7 ; taking, 136, 288, 348, 378, 380 
Nouns, adjunct accusative with, 154 

case, 33-34. 45. 5°, 61, 224-225, 274- 
275, 282-284, 299 

correct use of, 33~34> 223-225, 314, 
356, 384 . 

declension, 235 
defined, 12, 13, 225 
kinds, 223, 225 
number, 50, 84 
Number, 50, 84 



O, capital with, 37 
Object, direct, 34, 45, 312 
indirect, 45 

of preposition, 34, 64-65, 282 
Objective. See Accusative 
Observation, 44, 48, 205, 213 
Occupations, 293 ; value of good English 

in, 249 
Of, have, 357 
One another, 268 
Only, 83, 139 
Or, pronouncing, 337 ; use, 96, 135, 267, 

268, 356 
Oral composition. Sec Talks 
Oral English. See Talks, Conversation, 

Discussion, and Dramatization 
Order: in details, 136; indirections, 153; 
explanation, 71 ; letters, 15, 316; 
note gathering, 58; outlines, 58; sen- 
tences, 133, 381; time, 124 
Other, 74 

Outlines: balancing details, 168 
beginning, middle, end, 20, 40 
brevity, 237 
defined, 20, 206 

form of, 21, 66, 206, 330-331, 376 
how to mark parts of, 21, 66, 206, 
239, 33i 

main topics and subtopics, 21, 66, 
206, 239, 331 

models of, 20, 21, 40, 66, 167, 206, 
239, 331, 376, 392 
order in, 66, 331 
planning, 4 

qualities of good, 330-331 
sentence-trees, 246 
unity in, 40, 66, 330-331 
value of, 21 
See Written work 
Ownership, 224 

Pageant: " Choosing a Career," 301- 
305; " First Aids to Young America," 
54; •' Nations of the World," 172-175: 
" What Made the Community Live," 
397-401 ; planning a, 53, 169, 295, 393 
Pantomime, 170 

Paragraph: accuracy, 153, 184, 212-213 
brevity, 159, 184, 316-317 
definition of, 5, 202, 208 
form of, 4-5, 46-47, 202, 208 
in letters, 158, 310-317 
order in, 58, 136, 153, 316-317 
topic of, 21, 158, 316-317 
unity in, 40, 58, 133, 136, 289 
variety in, 133, 159, 177, 289 
writing of. See Written work 



INDEX 



411 



Parenthesis, 222-223, 290 

Parody, 56, 137 

Participles, 325, 370-372, 379, 380 

Parts of speech, 12-13, 32, 99, 191, 210- 

211, 307, 402 

Passive voice, 64, 335 

Past participle, 325, 370 

Past perfect tense, 324 

Past tense, 323 

Penmanship, 67, 78, 92, 119, 243, 369, 378, 

381 
Per, 166; pre, 221 
Perfect participle, 370 
Perfect tenses, 324, 357 
Period, 5, 23, 51, 134, 184 
Person, 230; agreement of verb, 85, 326 
Personal pronouns, 230-233, 235-237 
Personification, 36 
Phrase: adjectival, 107 
adverbial, 107 
arrangement, 281 
baseball match, 107 
condensing of, 144 
correct usage, 103, 115 
defined, 103, 144, 214-215 ■ 
exercises in, 105, 107, 138, 144, 215, 220 
form of, 144 
kinds of, 107, 144 
position of, 139, 141 
Pictures, collecting, 377 

study, 9, 29, 41, 55, in, 121, 137, 
152, 175, 228, 240, 251, 279, 305, 319, 
337, 34i, 342, 349, 401 

teaching by, 5, 26, 80, 93, 205, 245, 
246 
Play. See Dramatization 
Pledge: birds, 338; language, xviii, 196; 

shall and will, 351 
Plural, 84, 96, 231 

Poem study: Blow, Blow, Thou Winter 
Wind, 69; Breathes There the Man, 
386 ; Camel's Nose, 95 ; Country's 
Call, 102; Do You Fear Wind? 177; 
Eagle, 137; Epigram on Drake, 130; 
Flower in Crannied Wall, 363 ; Frost 
Work, 250; / Dreamed in a Dream, 
311; knight's pledge, 260; Law, 391; 
Mother Tongue, 240; My Mother, 363; 
Opportunity, 294; Red Cross Spirit, 
333; Rose and Gardener, 150; Secrets 
of Spring, 251; Somebody, 93; Thanks- 
giving, 365; Trailing Arbutus, 68; 
Trees, 218; Union and Liberty, 2; 
Weaver, 84, 88; What Do We Plant, 31 
Politeness, 72, 105, 237 
Position in speaking, 42, 47, 50, 118, 141, 
293, 300, 369 



Positive degree, 74 
Possession, 50, 51, 60, 224, 298-299 
Possessive adjectives, 61, 298-299, 380 
Possessive pronouns, 61, 298-299 
Posters, 12, 22, 44, 56, 64, 70, 88, 93, 105, 
160, 161, 166, 181, 184, 219, 245, 249, 
250, 328, 334, 350, 358, 361, 396 
Posture. See Position 
Pre, 166, 221 
Predicate, 16-17, 214 

compound, 96 
Predicate nominative, 38, 274, 314 
Prefix, 234 

Prepositions, 12-13, io 3, 2 44 
Present tense, 323, 325 
Principal clause, 122 
Principal parts, 345 
Principal tenses, 324, 357 
Process, 153 
Programs, 10, 43, 89, 98, 109, 130, 146, 

164, 227, 279, 366, 374, 392 
Progressive form, 325, 344 
Pronouns: antecedent, 231, 253 
case, 33-34, 38, 45-46, 84-85 
compound interrogative, 254 
compound personal, 236-237 
compound relative, 254 
correct use, 33~34> 38, 45-46, 84-85, 
179 
definition, 12-13, 2I1 
demonstrative, 264-265 
indefinite, 267-269 
interrogative, 247-248 
personal, 230-237 
possessive, 61, 298-299 
relative, 252-254 
Pronunciation: difficult sounds, 41, 156, 
162, 243; difficult words, 112, 136, 156, 
166, 221, 293, 348; em, 48; humming, 
5, 330, 350; ing, 11, 259, 360; match, 
395; silent A, 57; vowel sounds, 16, 
24, 108, 156, 162, 243, 274, 289, 311, 
328; wh, 181, 300. See Enunciation. 
Proper adjectives, 75 
Proper nouns, 223, 225 
Prose models : anecdote, 242 

descriptions: animals, 272, 273, 277; 
behavior, 292; calabash, 176; farm, 
257; grass, 354; Indians, 158, 163; 
playmates, 148; trees, 36, 40, 176; 
turnip field, 353; word, 217 
fable: Apple Tree and Fir, 36 
how to make, do, or play : garden 
markers, 151 ; hoeing, 353 ; letters, 71 ; 
parcel, 212; playground baseball, 57; 
safety, 322; signaling, 79; study of 
birds, 340-342 ; telegraph, 85 



412 



INDEX 



Prose Models (continued) 

inspirational: business character, 
296; creeds, 145, 167, 387; flag, 4; 
Helen Keller, 201 ; Lincoln, 203 ; 
Macaulay, g8 ; pledge from birds, 338 ; 
proverbs, 284-287 ; success, 262 ; 
thrift, 280; Washington's rules, 104. 

narratives: air flight, no; boy 
scout, 20; dog, 185, 360; Helen 
Keller, 2og, 210; Lamb, 213; parcel, 
212; shilling, 216; Stanley and Liv- 
ingstone, 129; telegram, 86; wreck, 
airplane, 119, 131, railroad, 327 

opinions: interview, Dr. Mitchell, 
116; Stanley and Bennett, 125. See 
Prose models, inspirational, speeches 

reasons: American, 167, 367 ; book, 
217; character, 296; colt, 187; Decla- 
ration of Independence, 139; family, 
362; fire, 25, 29; flag, 390; Franklin, 
63; gravitation, 81; heroic life, 270; 
ideals, 165; Indian day, 157; oppor- 
tunities, 180; tulips, 147; woodchuck, 
276 

speeches: Choate, 106; Hughes, 
390; Ingalls, 354; King Albert, 143; 
Lincoln, 108; Roosevelt, 165, 270, 362, 
367; Sprague, 163; Winthrop, 4; 
Witherspoon, 139 

summaries: post office, 394; tele- 
phones, 395 
Proverbs, 284-287 
Punctuation: chart for, 51 ; match, 184; 

review, 51, 101, 194, 308 
Punctuation Marks, Summary of, 51, 101 
apostrophe : 

contractions, 134 
possessives, 50, 51 
colon : 

after salutation of letter, 6-7 
after as follows, 57 
comma : 

after complimentary close, 26 
after example with as, 91 
in a series, 168 
in compound sentences, 1281 
in letters, 7, 26 
with descriptive clause, 255 
with inverted words, 273-274 
with parenthetical expressions, 
162, 276 

with words in apposition, 82, 275 
with words of address, 27, 51 
with yes and no, 27, 28 
exclamation mark : 

after exclamatory sentence, 23 
after interjection, 27, 28 



Punctuation Marks (continued) 
hyphen : 

in dividing word at end of line, 93 
parenthesis: 223 
period : 

after abbreviations, 134 

at end of sentence, 5 
question mark : 

after interrogative sentence, 23 
quotation marks : 

with quoted matter, 126 
semicolon : 

in a series of details, 168, 203 

in compound sentence, 128 

with as, 91 

Questions: auxiliaries in asking, 352; 

direct and indirect, 148; for variety, 

177 ; mood of, 388 
Quotation marks, 36, 51, 126, 149, 184 
Quotations, direct and indirect, 149 

Reading, kinds, 217 

reference, 2, 44, 80, 90, 114, 120, 134, 

138, 147, 157, 169, 188, 204-205, 213, 

245, 261, 310, 367 
Reasons, giving, 80-81, 277 
Red Cross: poem, 333 ; project, 329 
Refutation, 278 
Regular verbs, 325, 331-332 
Relative pronouns, 252-254 
Report. See Written work 
Review, 51, gg, 184, 191, 307, 402 
Rime, 56, 137 

Roosevelt, 270, 362, 367, 387 
Root, 234 
" Run-on habit," 107 

S, verbs ending in, 85, 322, 345 
'S, 61, 225, 268 

Salutation, business letter, 25, 26, 51, 222 ; 
formal letter, 51, 140; friendly letter, 
6, 7. Si- 222 
Same, 253 

Secondary tenses, 324, 325, 357 
Secretary, 91, 221, 243, 279, 312, 319, 321 
Self, pronouns made from, 179 
Semicolon. See Punctuation marks 
Sentence: definition of, 5, 103, 214-215 

inverting parts of, 162 

kinds of, 23, 96, 219 

match, 43, 50, 75, 84, 135, 314, 326 

parts of, 16 

punctuation of, 5, 51 

relationship of parts, 167, 246 

structure of, 96, 127, 132, 219 

unity in a, 289 



INDEX 



413 



Sentence (continued) 

use of, 23, 219 

variety in, 219 
Sequence of tenses, 357 
Series, 51, 168, 203 
Shall, will, 323, 351 
She, 233 

Should, would, 188-189 
Signature, 7, 25, 26, 202, 222 
Simple form, 331 
Simple sentence, 219 
Singular number, 50, 84, 231 
Slang, S3, 94, 244 
So, 67 

Socialized recitation. See pages xiv-xv 
Some, somewhat, 268 
Speaking club, 11-18, 199 
Spelling, demons, 47; match, 47, 184; 
Story. See Narration 
Structure, 219 
Subject, agreement with verb, 84, 356 

complete, 16 

of sentence, 16, 224 
Subject substantive, 16 
Subjunctive mood, 388-389 
Subordinate clause, 126 
Subordinating conjunction, 135 
Substantive, 13, 126, 149, 155, 382 
Subtopics, 21, 66, 239, 331 
Such, 253 
Suffix, 234 
Summary, models of, 394, 395 

See Written work 
Superlative degree, 74 
Synonyms, 94, 241, 290 

Table of contents, 62, 90, 204, 385 
Tableaux, 1 70-1 71 

Talks: describing, 24, 35, 42, 67, 70, 118 
123, 136, 156, 166, 207, 259, 274, 330 
377- 380 

making reports, 123, 219, 243, 293 
330, 3SO, 360,387, 393 

methods, xiv-xv 

miscellaneous, 6, 48, 98, 146, 164 
171, 188, 190, 217, 239, 261, 287 
374 

retelling, 76, 271 

telling how, 16, 48, 53"54. 57, 60, 67 
77, 84, 141, 178, 181, 200, 227, 229, 249 
289, 312, 315, 321, 339, 3S5, 364, 369 
39t 

telling stories or experiences, 130, 132 
160, 185, 212, 369 

telling why, 10, 12, 30, 89, 91, 106 
109, 112, 148, 221, 252, 278, 300, 328 
337. 348 



Team work, 22, 41, 42, 43, 56, 60, 64, 66, 
80, 98, 107, 109, 112, 123, 132, 138, 151, 
160, 169, 178, 184, 188, 239, 245, 320, 
326, 329, 336, 343, 364, 377, 380, 
396 

Telegram, 86-87, 88-89 

Tense, correct use of, 357-358, 384 
explained, 323-325 
forms of, 49 
in story, 357 
of infinitive, 382, 384 
summary of, 325,332, 333, 343 

That, 83, 253, 256, 263, 265 

Them, 43, 46, 233, 265 

There, 28, 288, 356 

These, 67, 265 

They, 43, 233 

This, 83, 265 

Those, 265 

Time, how to express, 324 

Titles: books, 356; composition, 202; 
punctuation of, 51, 92 ; words cap- 
italized in, 202 

To, infinitives, 382; phrases, 144 

To be, 38, 314, 323, 334 

Topic, 4, 5 

Transitive verbs, 59, 60, 154, 313, 314 

Transposed order, 32 

Unity : compositions, 40, 66 ; defined 40, 
289; outlines, 40, 66; sentences, 133, 
167, 289 
Us, we, 43, 46, 233 

Variety, by inversion, 273 ; how secured 
in sentences, 139, 144, 159, 177, 219; 
of words, 68, 139, 242 
Verbs: agreement with subject, 84, 224, 
356 

auxiliary, 323 

common form, 344 

conjugation, ask, 325 ; to be, 334 

correct use of, 84, 224-225, 314, 315, 
356-357, 361, 384 

defined, 12 

forms of, 49 

gerunds, 379 

infinitives, 382-383, 384 

kinds of, 37-38, 59, 65, 313, 331-333, 
345-347 

linking, 38, 59, 76, 313, 314 

matches, 50, 326, 347 

mood, 388-389 

participles, 370-371 

phrase, 32 

position of, 32 

predicate, 16 



4H 



INDEX 



Verbs (continued) 

principal parts, 345 
progressive form, 335, 344 
regular and irregular, 331-332. 345~ 
347 

shall and will, 351 
simple form, 331 
tense, 4g, 323-324. 332. 35 1, 357 
transitive and intransitive, 5g, 313, 
3i4 

verbal nouns, 379-380 
voice, 64-65, 70, 335-336, 343-344 
Versus, 283 
Very muck, 83 
Vocabulary, 44, 45, 94, 148 
Voice, of verb, 335-336, 343 ; quality of, 

72, 118, 141, 148, 212, 229, 369 
Volunteer work, 157, 198, 207, 234, 238, 

294, 318, 368 
Voting, 12, 35, 44, 56, 70, 77, 78, 84, 89, 
106, 109, 112, 132, 156, 166, 185, 188, 
221, 229, 271, 272, 274, 278, 318, 337, 
355, 358, 377, 378 

Wander, wonder, 206 

Was, 356 

Washington, 104, 106, 108 

We, us, 43, 233 

Well, 74, 83 

Were, 233, 356 

Wh, 140, 181, 300 

What, 248, 253, 263 

Which, 248, 253 

Who, whom, 43, 46, 248, 253 

Who's, whose, 61, 248 

Why, 178 

Will, 281; shall, 323, 351 

Without, unless, 115 

Wonder, wander, 149, 206 

Word study: abbreviations, 134 

alphabetical arrangement, 22 

antonyms, 258 

arrangement of, 45, 138-139, 162, 
281 

brevity in, 184-185 

choice of, 45, 68, 216. 242 

contractions, 134 

derivation, 234 

descriptive words, 257-258 

dictionary match, 94, 187, 205 

how English language was formed, 
241-242 

inversion of, 32, 273 

right use of, 18, 44, 45, 53, 242 

slang, 53, 94 

spelling, 47 

synonyms, 94, 242 



Word Study (continued) 

value and use of dictionary, 18, 93- 
94, 204, 238, 242, 290 

variety in, 68, 139, 242 

vocabulary acquisition, 45, 242 

See also Dictionary, Correct usage. 
Pronunciation, Enunciation 
Worse, worst, 74, 83 
Would, should, 188-189 
Written work, assignments in : 

business letters, 24, 27, 50, 57, 64, 72, 
79, 90, 129, 137, 140, 150, 154, 168, 183, 
189, 223, 234, 238, 252, 298, 310, 339, 
348, 350, 373, 375. 381, 39i 

compositions : articles, 264, 369 ; 
book review, 92, 239; booklets (air- 
plane travel, no; bird, 243; com- 
munity, 378, 381 ; games, 56; Indian, 
164; Robinson Crusoe, 178); budget, 
361; cooperative work, 71, 95, 108, 
137, 243-244, 249, 387; copying, 5, 13, 
35, 4i, 108, 157, 203, 259, 276; con- 
stitution, 318; creed, 145-146, 281. 
387-388; descriptions, 35, 58, 78, 114. 
255, 256-257, 337, 343, 348, 378, 381, 
395,396; dialogue, 126-127; flag, 392 ; 
guide book, 369, 378, 381 ; handbill, 
322; honor log, 137, 146; message, 
I 4i. 373; monologue, 188; opinions, 
17, 70; platform, 312 ; reports, 29, 184, 
186, 239, 243-244, 331, 348, 353, 355; 
369; resolution, 249; rules, 181; 
speeches, 53, 108, 170, 276, 295, 395, 
396; stories, 17, 21, 95, 119, 123-124, 
132, 186,213,216,327; summaries, 21, 
92, 95, 123-124, 255, 271, 363, 378, 381* 
395 ; telegram, 87 ; telling how, 9, 24, 
48, 60, 67, 71, 78, 80, 105, 141, 151, 
153, 206, 230, 271, 288, 337, 343, 353, 
355, 369, 392; telling why, 220, 226, 
249, 276, 322, 361 

friendly letters, 7, 15, 18, 19, 35, 42, 
44, 62, 70, 78, 88, 94, 102, 107, 113, 118, 
123, 133, 146, 159, 162, 171, 177, 182, 
202, 207, 208-210, 214, 219, 233, 245, 
247, 258, 266, 271, 275, 278, 282, 289, 
295. 298, 319, 320, 327, 334, 358, 361, 
365, 368, 387, 391, 394, 396 

outlines, 29, 30, 35, 41, 57, 66, 71, 78, 
88, 92, 114, 123, 185, 188, 206, 213, 226, 
239, 243, 255, 271, 321, 330, 348, 353, 355, 
359. 369, 373. 375. 378, 390, 391, 394 
plays, 53, 170, 295, 395, 396 
stanzas, 56, 137 

Yes, punctuation of, 27, 51 
You, 23, 43, 233, 236, 388 



